FACTORS ASSOCIATED WITH THE ENGLISH PROFICIENCY OF ELEMENTARY PUPILS AT CENTRAL PHILIPPINE UNIVERSITY A Research Report Presented to The Faculty of the College of Education Central Philippine University Iloilo City In partial Fulfillment of the Requirements for the Course Education 352 (Research Application) By Nneka Marie C. Solis John Paul P. Eusebio Sin Hye Yu May D. Aguilar Rhea V. Bayot Janelyn Villaruel April 2013 Central Philippine University College of Education Jaro, Iloilo City APPROVAL SHEET FACTORS ASSOCIATED WITH THE ENGLISH PROFICIENCY OF ELEMENTARY PUPILS AT CENTRAL PHILIPPINE UNIVERSITY An Undergraduate Thesis for the Course Education 352 (Research Application) By Nneka Marie C. Solis, John Paul P. Eusebio, Sin Hye Yu, May D. Aguilar, Rhea V. Bayot, Janelyn Villaruel Approved by the Research Oral Examination Committee: _________________________________________________ JANET PAGUNTALAN JACO, M.A. Ed., Adviser, Chairperson _________________________________________________ MARGEN A. JAVA, Ed. D., Member _____________________________________________________ LEILANI F. TROMPETA, M.A. ELT, Member ______________________________________ NELSON A. POMADO, Ed. D. Dean, CPU College of Education TABLE OF CONTENTS PAGE TITLE PAGE…………............................................................................................... i APPROVAL SHEET………………………………………………………………... ii ACKNOWLEDGEMENT………………………………………………………….. vi LIST OF TABLES…………………………………………………………………... viii LIST OF FIGURE…………………………………………………………………... x ABSTRACT…………………………………………………………………………. xi CHAPTER I INTRODUCTION………….................................................................. 1 Background and Rationale of the Study…………………….............. 1 Statement of the Problem…………………………………................. 3 Hypotheses…………………………………………………………... 4 Theoretical Framework……………………………………………… 5 Conceptual Framework……………………………………………… 7 Operational Definition of Variables…………………………………. 10 Significance of the Study……………………………………………. 12 Scope and Limitations……………………………………………….. 14 II REVIEW OF RELATED STUDIES………………………………... 15 Age and English Proficiency……………………………………...… 15 Sex and English Proficiency………………………………………… 16 Income of Parents and English Proficiency…………………………. 17 Educational Attainment of Parents and English Proficiency………... 18 PAGE Study Hours and English Proficiency……………………………….. 19 Perception Towards Teacher and English Proficiency……………… 19 Extent of Television Viewing and English Proficiency…………….. 20 Text Messaging and English Proficiency………………………….... 21 Extent of Use of Online Social Networks and Computer Games and English Proficiency………………... 21 Reading Frequency and English Proficiency………………………... 22 Summary of Related Studies………………………………………… 23 III RESEARCH DESIGN AND METHODOLOGY………………….. 25 Research Design…………………………………………………….. 25 Target Population and Sampling…………………………................. 26 Research Instrument……………………………………………….... 28 Data Collection…………………………………………………….... 28 Data Analysis………………………………………………………… 29 IV RESULTS AND DISCUSSION………………………………............ 31 Personal Background of the Respondents…………………………... 31 Other Factors Influencing the English Proficiency of the respondents 32 V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS…... 63 Summary…………………………………………………………….. 63 Major Findings……………………………………………………..... 64 Conclusions…………………………………………………….…… 66 Recommendations………………………………. ………………..... 68 PAGE REFERENCES……………………………………………………………………….. 70 APPENDIXES………………………………………………………………………… 73 Appendix A (Letter to the Validator 1)……………………………………….... 74 Appendix B (Letter to the Validator 2)………………………………………… 75 Appendix C (Letter to the Validator 3)………………………………………… 76 Appendix D (Letter to the Principal)………………………………………….... 77 Appendix E (Research Questionnaire)…………………………………………. 78 Part I…………………………………………………………………...…… 79 Part II……………………………………………………………………….. 84 ACKNOWLEDGMENT The researchers would like to thank first and foremost the patient, understanding, and supportive adviser of their research endeavors, PROF. JANET PAGUNTALANJACO, for her expertise in teaching her students the importance of research as an academic subject and as a life-long lesson. Their utmost gratitude is also offered to the Dean of the College of Education, DR. NELSON A. POMADO, whose aim for academic excellence for the students of the College of Education has been inculcated in the minds and hearts of the researchers, and whose finesse as a panelist of their research defense motivated them towards erudition. The researchers would also like to express their most heartfelt appreciation towards PROF. LEILANI F. TROMPETA and DR. MARGEN ARANDELA-JAVA whose forte and grace in research critiquing during the first and last research defense, respectively, further enhanced the knowledge of the students in research application. To the validators of the research instrument of the group, PROF. CORAZON QUIÑO-RABULAN, PROF. ESTHER ROSE A. ROMARATE, and PROF. LEILANI FATIMAH F. TROMPETA whose immeasurable knowledge on research aided to the improvement of test questionnaire, lead to valid and reliable results. A hundred thanks to the CENTRAL PHILIPPINE UNIVERSITY ELEMENTARY DEPARTMENT, headed by PRINCIPAL SUSAN C. HERGA, whose utmost understanding and support to the goals of the researchers contributed to the success of their research activity. They would also like to give their love and thanks towards their FAMILIES, if not for their love, support, and prayers, the researchers would not have accomplished their research endeavors. The researchers would also like to thank their FELLOW RESEARCHERS, although differing in group and research studies, prayed for the success of their research. Lastly, and certainly not the least, the group would like to give their eternal thanks to the LORD GOD ALMIGHTY for without His grace and wisdom, none of the researchers’ lives, challenges, and successes would have been possible. To God be all the glory! NNEKA MARIE C. SOLIS SIN HYE YU JOHN PAUL P. EUSEBIO MAY D. AGUILAR RHEA V. BAYOT JANELYN A. VILLARUEL LIST OF TABLES TABLE 1 PAGE Sample Size Derived from the Population of Grades 5 and 6 of Central Philippine University Elementary Department … 27 2 Distribution of Respondents According to Personal Background … 32 3 Other Factors Influencing the English Proficiency of Elementary … 36 … 37 … 38 … 39 … 40 … 41 Elementary Department of Central Philippine University ... 42 10 Association between Age and English Proficiency … 44 11 Association between Sex and English Proficiency … 45 12 Association between Income of parents and English Proficiency … 46 Pupils at Central Philippine University 4 Distribution of Respondents According to the Type of Language Used in Text 5 Distribution of Respondents According to the Online Social Network Most Visited 6 Distribution of Respondents According to the Type of Language Used in Online Social Network 7 Distribution of Respondents According to the Computer Game Most Played 8 Distribution of Respondents According to the Type of Reading Materials Read 9 English Proficiency Level of Grade 5 and 6 Pupils of the 13 Association between Educational Attainment of Parents and English Proficiency ... 48 14 Association between Study Hours and English Proficiency … 49 15 Association between Perception Towards Teacher in Terms of … 50 … 51 Assessment of Teacher in Teaching English and English Proficiency … 52 Speaking in English and English Proficiency 15a Association between Perception Towards Teacher in Terms of Presence of Fun with English 15b 15c Association between Perception Towards Teacher in Terms of Association between Perception Towards Teacher in Terms of … 54 Proficiency … 56 17 Association between Text Messaging and English Proficiency … 57 18 Association between Extent of Use of Online Social Networks and … 59 Proficiency … 60 Association between Reading Frequency and English Proficiency … 62 Extent of Learning from Teacher and English Proficiency 16 Association between Extent of Television Viewing and English English Proficiency 19 20 Association between Extent of Use of Computer Games and English LIST OF FIGURE FIGURE 1 PAGE Schematic diagram showing the interplay of variables in the study………… 9 FACTORS ASSOCIATED WITH THE ENGLISH PROFICIENCY OF ELEMENTARY PUPILS AT CENTRAL PHILIPPINE UNIVERSITY By Nneka Marie C. Solis, Sin Hye Yu, John Paul P. Eusebio, May D. Aguilar, Rhea V. Bayot, and Janelyn A. Villaruel ABSTRACT This study correlated the probable factors affecting English proficiency and the English proficiency of Grades V and VI pupils of Central Philippine University (CPU). It further examined the similarities and differences of the respondents according to the factors listed, and their association to the English proficiency of the pupils. Chi-square, Cramer’s V, and Gamma analyses were used to analyze data collected from 174 Grades V and VI pupils from the CPU Elementary Department who were subjected to a self-administered one shot-survey. The findings showed that female pupils are more proficient than male pupils, as shown in the results of the English proficiency test administered by the researchers. Reading frequency also bears on the English proficiency of the pupils. Other factors such as age, sex, income of parents, educational attainment of parents, study hours, perception, extent of television viewing, text messaging, extent of use of online social networks and computer games, and reading frequency. CHAPTER I INTRODUCTION Background and Rationale of the Study All developing nations are aware of the fact that learning a foreign language is of vital importance in order to adopt the latest scientific and technological innovations in the world, and are determined to establish a system in which while evaluating the human resources available in their countries, those who have a good command in foreign language have great advantage over the ones who do not. According to Mannivanan (2006), “the latest and the most advanced discoveries and inventions in science and technology are being made in the universities located in the United States of America where English language is the means of scientific discourse.” Undoubtedly, English has become a world language rather than the language only of the English speaking countries such as the United Kingdom and the United States of America because the number of people who use English as a means of communication exceeds the number of the people who speak it as their mother tongue. The Philippines is not an exemption in this aspect. Ever since the introduction of English in the country through the American teachers called Thomasites, Filipinos have already adopted into their lives English as their second language (Atencio, 2001). According to Mariñas & Ditapat (2000), English is already part of the educational curricula in the primary, secondary, and even tertiary levels, which in fact, should be an indicator that Filipinos are proficient in the language. 2 However, the proficiency of Filipinos in English have slowly deteriorated, according to Fernando & Azucena (2006), despite the fact that many of these people have gained access to the advanced technological devices that would aid them to learn English easier. According to Macasinag (2011), the SWS survey was commissioned by Promoting English Proficiency (PEP) in March 2006. The largest deterioration was in the self assessment of ability to speak in English which fell from 54% in September 2000 to 32% in March 2006, a deterioration of 22% in six years. This actuality may negatively impact the Filipinos’ global competitiveness when it comes to foreign trade, communication, and others. If this problem further resonates, not only will the Filipinos have a hard time adapting into environments where English is frequently involved, they will also lose the recognition of the world as the best speakers of English in Southeast Asia. Second-language acquisition is a complex process; variable success cannot be explained by a single factor or theory, according to Gass & Selinker (2001). It was also stated in the research of August & Hakuta (2005) that both individual and social factors work together to facilitate or conversely to stymie second-language development. Therefore, second-language acquisition is a holistic process, and is not only limited to the hours spent in the classroom. According to Gass & Selinker (2001), “less contact, less learning”. Some factors associating with the English proficiency as stated by Carhill et al. (2008) in his research study regarding second language learners are age and parental education. 3 The technological advancements that have emerged in this time are also recognized as factors. Reports by Scholsberg (1996) state that heavy television viewers develop a distorted sense of reality. The ability to pay attention is part of a more global concept of self-control that develops throughout early childhood and that excessive television is incompatible with the development of self-control. Massive television viewing might tax the limitations of a child that is already weak in brain functions like self-monitoring according to Holden (1992). Other examples of technological devices that most young people commonly use are the communication devices such as mobile phones and computers. Even though these devices ease the process of communication, since English is commonly used as the system language of these tools, they, in some way, hinder their ability to explore the vast vocabulary words they can derive from the traditional ways of communication such as letter writing. Furthermore, the popularity of online gaming sites and online social networking sites are very much involved in the lives of the younger generation these days. In conclusion, English proficiency is associated with a vast spectrum of factors, and it is indeed important for teachers to know of these factors in order to help the learners appreciate the importance of the language and to achieve global competence. Statement of the Problem This study was conducted to determine the factors related to the English proficiency of the Elementary pupils at Central Philippine University during School Year 2012 – 2013. Specifically, this study: 4 1. described the demographic factors related to the English proficiency of Elementary pupils of Central Philippine University, such as age, sex, income of parents, and educational attainment of parents; 2. determined the other factors associated with the English proficiency of Elementary pupils of Central Philippine University, such as number of study hours, perception towards the teacher, extent of television viewing, text messaging, extent of use of online social networks and computer games, and reading frequency; 3. determined the level of English proficiency of Elementary pupils of Central Philippine University; 4. determined whether or not there is a significant relationship between demographic factors such as age, sex, income of parents, educational attainment of parents, and the English proficiency of Elementary pupils of Central Philippine University; and, 5. determined whether or not there is a significant relationship between the other factors such as number of study hours, perception towards the teacher, extent of television viewing, text messaging, extent of use of online social networks and computer games, reading frequency, and the English proficiency of the Elementary pupils at Central Philippine University. Hypotheses The following hypotheses have been derived from the stated objectives: 5 1. There is no significant relationship between demographic factors such as age, sex, income of parents, educational attainment of parents, and the English proficiency of Elementary pupils of Central Philippine University; 2. There is no significant relationship between other factors such as study hours, perception towards the teacher, extent of television viewing, text messaging, extent of use of online social networks and computer games, reading frequency, and the English proficiency of the Elementary pupils at Central Philippine University. Theoretical Framework of the Study This study was anchored on the Cognitive Developmental Theory of Piaget in Acero et al. (2008) as cited by Dr. Gail E. Tompkins (2002) which “recognized that children are naturally curious about the world and are active and motivated learners. As they acquire new experiences, they start to experiment with the objects they come in contact with. These interactions become meaningful as they construct their own knowledge about them.” According to Piaget as cited by Acero et al. (2008), “it is from their experiences that children construct their understanding of reality… Children have the capacity as well as to organize this knowledge into an increasingly complex cognitive structure called schemata. A schema is an organized unit of knowledge. The child uses this to be able to understand a situation or an experience and which will serve as basis for organizing actions to respond to the environment.” Therefore, we could say that the schemata of the child develop as he or she advances in age. Different experiences and stimuli are 6 involved in the development of the child, thus, the development of his or her schemata occurs. In this aspect, Piaget emphasizes that learning acquisition is more effective when it is done in a social manner. In other words, the people around the learner greatly associate with the type of language the latter will use. Such factors include: the learner’s parents, relatives, community, classmates, and most importantly, teachers. Furthermore, not only people serve as factors in the language acquisition of the learner, but also his physical environment. As what is stated above, the learners “start to experiment with the objects they come in contact with”. Now that technology is highly regarded as a need in society, it is but understandable that this has also become a factor of the language acquisition of the learner. Filipinos have been practicing bilingualism ever since. Bee et al. (2002), as cited by Acero et al. (2008), defines bilingualism occurs when children learn two languages simultaneously. Bilingualism, he says, puts children to an advantage in terms of language proficiency. It affords advanced cognitive skills, flexibility of thought and greater acceptance of peers from cultural backgrounds. The two languages that Filipinos learn simultaneously are Filipino and English, wherein in educational situations, English is used as a mode of instruction. However, despite the fact that bilingualism brings quite a number of advantages, some disadvantages are also stated by Acero et al. (2008): limited vocabulary, slow processing of information, and etc. According to Acero et al. (2008), elementary classrooms serve as venue for language acquisition. They offer language environments that encourage students to listen, talk, read and write, reflect, view and visually represent. 7 Conceptual Framework of the Study This study discussed on the demographic characteristics of the respondents in terms of age, sex, estimated monthly family income, educational attainment which are the independent variables of this study that may influence the English proficiency of elementary pupils. Study hours, perception towards teacher, extent of television viewing, text messaging, extent use of online social networks and computer games, and reading frequency are factors expected to be determinants on how pupils develop their English proficiency inside the classroom. Study hours was one of the factors presented as independent variable that was expected to associate with the English proficiency of elementary pupils. Since studying is one of the predictor in the academic performance of a child, they are expected to spend much time in studying to increase the level of their English proficiency. Reading proficiency can be determined by the student’s perception towards the teacher. For an instance, a student fears a teacher a lot, his fear could overcome his interest in even starting to read. On the other hand, if the student feels comfortable with the teacher that could be a drive for the student to do better in his reading and feel free to learn and express himself/herself. The extent of television viewing is a good source of student entertainment and if no proper discipline is implemented with regards to this, a student could spend much time in front of television that reading his books that students English proficiently could be correlated with in a negative way. Text messaging is one of the factors that could be correlated with English proficiency. In the modern days, people tend to use shortcuts for words in order for them 8 to relay message quickly. This habit of using shortcuts can influence English proficiency of pupils. When it comes to the classroom setting, pupils tend to use and adopt shortcuts that could greatly influence their grammar, vocabulary as well as spelling. Online social networks and computer games are great entertainment for students nowadays. These could even grab their concentration that other things are neglected and it will not be surprising that even studying and practicing how to read is also included. Reading frequency refers to the interest of the child to read certain reading material. It is associated with English proficiency of the child because when he/she reads, it enriches his/her vocabulary, phonemic awareness, spelling and grammar. After which, the child is ready to construct words, sentences, paragraphs and later on other simple literary pieces that could determine his/her proficiency. Those mentioned independent variables serve as significant factors associated with English proficiency. Those factors were studied to prove whether or not these could be associated with English proficiency. The interplay of variables in the study is illustrated by a schematic diagram that follows. Independent Variable Dependent Variable Personal Background:     Age Sex Income of Parents Educational Attainment of Parents Other Factors:   Study hours English Proficiency Perception towards the teacher    Extent of television viewing Text messaging Extent of use of online social networks and computer games  Reading frequency Figure 1. Schematic diagram showing the interplay of variables in the study 10 Operational Definition of Variables Personal background. These are distinguished by an individual’s inherited or innate qualities and distinctiveness. Age. It is the length of existence of an individual from the day he/she was born until his/her last birthday and is measured by years. Sex. It is the classification of individuals according to their reproductive organs; male or female. Income of parents. It is the monetary benefit gained through labor by an individual’s immediate father, mother or guardian. Educational attainment of parents. It is the highest level of formal education underwent and achieved by the individual’s immediate father, mother or guardian. Study hours. It is the length of time an individual spends in doing information processing such as memorization, research, reading, and etc. in order to achieve a goal – either long-term or short-term – in his/her scholastic activities. It is measured by hours. Perception towards the teacher. It is an individual’s subjective view on the exhibited qualities of the teacher towards him/her. This means whether or not the respondent experiences confidence in the skill of the teacher in teaching the language or teaching using the language. Television viewing. It is an activity an individual spends in watching visual presentations and shows – either educational or entertainment – shown on the television. It is measured in hours. 11 Text messaging. It is the individual’s use of mobile phones using the short message service (SMS). Its frequency was measured in the number of times the respondent uses the service. Online social networks. These are websites that enable a massive population of individuals to interact with each other with the use of chat rooms, picture and video sharing, and etc. Computer games. Also called online games, are websites that are programmed to let an individual or a number of individuals compete using the internet. Both services (online social networks and computer games) was measured on the number of times or frequency the respondent makes of use of them; also, on the length of time in hours the respondent spends using these. Reading frequency. It is the rate of recurrence an individual spends in processing and comprehending written language. It is represented by total number of times and hours the respondent spends in doing the activity. English proficiency. It is the level of ability of an individual in using the English language. It is characterized by the individual’s fluency in grammatical, vocabulary convention, and reading comprehension, which was represented by the number of correct answers in a 40-item questionnaire. Grammar. It is the study of the structure of the language and its appropriate uses in various discourses. Sentence structure, spelling, word usage, and even punctuation are introduced in this subject. 12 Vocabulary. It is the individual’s knowledge on words – either connotative or denotative – and his ability to create meaning from these words. It is measured through his/her familiarization of words through reading, communication, and formal education. L1. It is the first language or the native language the respondent uses. It is gained through his/her exposure to the language his/her family uses at home. Although it is almost mistaken to be the language of his/her birth country, it is not necessarily true. For example, even if an individual was born Filipino, yet they use Chinese as the language in the household, Chinese will be considered L1. L2. It is the second language the respondent uses. It is most often learned in school wherein the individual is taught the language simultaneously with the L1. Bilingualism. It is an individual’s ability to use two languages when communicating and receiving information – either by reading, writing, listening, and speaking. It is also characterized by their exposure to the two languages through everyday communication and formal education. Significance of the Study The Philippines is said to have a 97% literacy rate wherein many would interpret that its people have been in school – not considering the educational attainment of these people (Parvis et al., 2012). In this case, because English has already been part of the curricula of preschool, elementary, secondary, and tertiary levels, it is expected that Filipinos are knowledgeable of the language. However, this case is not affirmed by the fact that although Filipinos are aware of the usage of English language in their schools, there is still a lack of proficiency in the language. 13 The result of this study will benefit the following: Pupils. The pupils will be beneficiaries of whatever suggestions or recommendations this study will present. Alongside with it, the teachers will then bring these suggestions into consideration and improve (if lacking) or maintain (if good) their personal qualities in teaching and their instructional competencies to improve instruction, which in turn mean better educational results. Community. People in the community will benefit from the development this study that will take effect on the pupils, who are part of the community. They will take into consideration the outcomes and recommendations of this study and will use these to determine ways on how to encourage the pupils to learn the language. Government. This study will further enhance the government’s knowledge on the characteristics of elementary pupils – citizens of the country – in terms of their background and interests relating to their competence in English. They may incorporate the ideas of the results of this study into the present and future curricula to further improve the pupils’ proficiency in English as a second language. Parents. Parents will also find this study necessary because it will help them lead their children into disciplined learning. They will also find means on how to encourage their children to learn the language with the help of this study. School heads and administrators. This research study, in some way, help them increase their knowledge on the study. Such knowledge will enable them to explore ways on how to improve the quality of their education, and to encourage their teachers to apply the significant findings of this study to their classrooms. 14 Teachers. The results of this study will further aid the teachers in determining the best teaching strategies in attaining a high English proficiency level for their pupils. Future researchers. Findings of this study may somehow provide future researchers with information variables they will use in similar researches. Scope and Limitations The study covered the pupils in Central Philippine University Elementary Department, specifically, Grades 5 and 6, for the school year 2012-2013. The independent variables in this study were limited to the personal profile of the pupils such as age, sex, income of parents, and educational attainment of parents, and other factors associated with the English proficiency of the respondents such as study hours, perception towards the teacher, extent of television viewing, text messaging, extent of use of online social network and computer games, and reading frequency. This study used the descriptive correlative research method. The data that were gathered were derived from the results of the one-shot survey questionnaire constructed by the researchers. The questionnaire consisted of as follows: Part I for the demographic profile of the respondents, Part II for other factors associating with the English proficiency of the respondents, and Part III for the English proficiency test. The administration of the test were done by the researchers of this study, assisted by the teachers of the respondents, and the parents of the respondents who helped in answering Parts I and II of the research instrument. CHAPTER II REVIEW OF RELATED STUDIES English proficiency is the main goal of every teacher to develop to their learners. Where as it is define to be the ability to speak, read and or write in English fluently without difficulty. To be considered truly proficient, one should have advanced abilities in all three areas of communication in which there are many factors meant to be considered. Age and English Proficiency Although the internal process of acquiring a second language has not been shown to differ for children and for adults, the circumstances in which learning takes place vary with age and may lead to differential success for learners, according to Harley & Wang (1997). Marinova-Todd et al. (2000) stated in their study that developmental effects have been shown wherein adult learners acquire a second language more rapidly than younger children (especially in the initial stages), but over time children typically achieve higher levels of proficiency and more native-like pronunciation. Using cognitive strategies and being literate in the L1 may benefit older learners in the L2 (de Valenzuela, 2000). Adults have a much greater vocabulary which assists them in learning the L2, along with being able to make conscious grammatical generalizations (Ausubel, 1964). Cummins (1983) suggests that cognitive adult maturity only is an advantage for acquiring certain aspects of the L2. Older learners will have an advantage at cognitively demanding tasks in context reduced situations, like school. Younger learners will have an advantage in the cognitively undemanding tasks, like in 16 using interpersonal communication skills in context-embedded situations. Results of the research of Julia Van Sickle and Sarah Ferris suggest that adult and child second language learners pass through essentially the same developmental stages in SLA. The only difference is the cognitive maturity of the learner making for an increased vocabulary and rule application. Both are expected to make transfer errors and over generalize language rules. A child’s brain is plastic in comparison to that of an adult, and after the age of about 9 years, the brain progressively becomes stiff and rigid. Sex and English Proficiency Several studies (Gorman, White and Brooks, 1987; Gorman, White, Brooks, Maclure and Kispal, 1988) have reported that girls tend to have more positive feelings about reading and writing than boys. However, it seems that by the age of 15 years, girls lose confidence in their abilities as writers. Some authors elsewhere have, however, reported that boys performed better than girls in their studies (Hassan, 2001; Piske, MacKay and Flege, 2001). Piske, MacKay and Flege (2001), for example, in reviewing the relevant literature to identify factors that may correlate with the degree of foreign/second language attainment, reported that in most of these studies reviewed gender, length of residence in an L2-speaking country and selfestimated L1 ability were not found to have a significant, independent effect on overall L2 pronunciation accuracy. Hassan (2001) also reported that male students who participated in his study in Egypt outperformed females on a pronunciation accuracy test. Maccoby and Jacklin (1979) and Tittle (1986) reported from a study conducted in the US that males outperformed females on special language tasks. 17 Contrary to the above findings, some authors found no significant difference of girls and that of boys (Jegede, 1994; Kincade and Kleine, 1990). For example, Jegede (1994) carried out a survey among high school students in Nigeria and reported that there was no significant gender difference in English language academic achievement and motivation among the participants; but that the students’ English language performance could be reliably inferred from their level of achievement and motivation. The author suggested that both boys and girls at the secondary school level were equally capable of mastering English. As the author commented, the equal levels of achievement and motivation in English is borne out by a changing trend in Nigeria in which women are moving out of so-called “domestic” professional jobs and compete favorably with men. Income of Parents and English Proficiency In the study of Stella M. Yu, Z. Jennifer Huang, Renee H. Schwalberg, and Rebecca M. Nyman, among the respondents, there were 7233 (48.9%) English speakers at home, 1954 (16.3%) who spoke English very well, 1312 (12.2%) who spoke English well, and 2184 (22.6%) who spoke English not well or not at all. Significant associations were found for English proficiency and all socio-demographic characteristics examined (P < .05), with the exception of child gender. The children of those who reported speaking English at home tended to be older than the children of the other English proficiency groups. A higher level of English proficiency was related to higher parental education attainment and family income. Nearly 70% of respondents who reported not speaking English well or not speaking English at all had less than a high-school education. More than half of these 18 individuals were poor (< 100% FPL). Nearly one fifth reported fair or poor health status for the child, compared with 3% of children from English-speaking households. Educational Attainment of Parents and English Proficiency There is a clear link between parental education and the development of academic second-language proficiency, according to Entwisle & Anstone(1994). More educated parents provide language environments at home that are more similar to the language environments of school, as studied by Dickinson & Tabors ( 2001). Goldenberg et.al, (2006) states that whether in native language or in English, parental education correlate with the development of academic English, as learning to read and write in any language begins long before children enter school through engagement in activities with parents and caregivers who support language and literacy development. Snow, Burns, and Griffin (1998) states that the level of parental English language skills may index the support children receive for learning English at home. In the study of Elisabeth Duursma, Silvia Romero-Contreras, Anna Szuber, Patrick Proctor, and Catherine Snow, although it is not surprising in itself that language preference of parents predicts children’s proficiency in a particular language, it is interesting that only father’s language preference played a role in this model, not mother’s. It is possible that fathers who prefer to speak English rather than Spanish at home have higher levels of education and hold jobs that require them to speak English on a daily basis. Families where fathers prefer to speak English might differ from Spanishspeaking families in whether or not both or one of the parents was born in the United 19 States. This might also influence educational expectations parents have for their children. Study Hours and English Proficiency Previous research has provided mixed results and explanations for the existence of a particular empirical outcome. Traditionally, it has been assumed that study time is predictive of grades; that is, study time is a primary determinant of academic success. Schuman et al. (1985), however, suggested that the study time-grade association is an untested assumption, and that hours studied may have little effect on grades because teachers' grading practices may moderate the study-time grade association. Greenwald and Gillmore (1997) also suggested that teachers' grading practices might help to explain the study-time grade association. Thus, common to previous research were explanations that suggested student and teacher characteristics correlated with the study time-grade association. The results of this study suggest that course (course difficulty), teacher (grade inflation) and student (cognitive ability) characteristics moderated the study-time grade association: these variables reduced the study-grade association to zero. Perception towards the Teacher and English Proficiency In the study of Masanori Matsumoto (2009), international students learning English as a second language in Australia were studied to find how their perception of teachers' level of commitment to teach them English associated with their own motivation to study English. A questionnaire survey was administered to the learners at three different levels of proficiency to also identify the relationship between the levels of study and the learners' perception of the teacher as a factor associating with the learners' motivation. The results showed that there is a positive correlation between the learners' 20 motivation and their perception of their teachers' commitment to teach, though there are some differences among the three levels. These findings support the general claim that language teachers are one of the most important factors influencing learners' motivation, but the learners' level of proficiency may need to be taken into consideration for a further discussion regarding the validity of a certain teaching strategy to motivate second language learners. Ofra Inbar (2001), however, opposes to the idea stated above. No differences were found in the English proficiency of the students in his study on “Native and Non-native Teachers: Investigation of the Construct and Perceptions”. “No differences were found in perception categories related to teaching and assessment practices, to defining students' knowledge in English, the status of the English language and goals for teaching it.”. It was also revealed, however, the effect of individual differences on the teachers' perceptions, demonstrating that perceptions can often be attributed to more than a single background variable. It simply means that due to the difference of perception of students, it does not necessarily mean that it would affect their English proficiency. For example, for one student he perceives his English teacher is effective in teaching, and for another, he perceives his teacher having no capability of teaching. Extent of Television Viewing and English Proficiency Learning how to read, comprehend and develop vocabulary takes practice and time spent reading books or being read to. Language development also requires a lot of interactive conversation. Kids of all ages who spend hours every day in front of a television are losing that opportunity and falling behind in this area in their education. 21 Even educational TV programs do not help as much as reading and talking (Poirier, 2011). According to Dr. Ellen Abell of the Alabama Cooperative Extension System, TV does not develop the part of the brain responsible for language. Children who watch too much television and do not read enough may have trouble paying attention and listening to comprehend language (Poirier, 2011). Text Messaging and English Proficiency One of the main problems with texting is how easy it makes it to communicate in a subtle form in classrooms and meetings and such. Text messaging is being used as the number one form of communication through cell phones. With new phones and plans designed to accommodate text messaging, this form of communication will only grow. While texting can be convenient and quick, it can also be dangerous and distracting (Marquez, 2009). According to Mphahlele and Mashamaite (2005), the SMS language does not conform to grammatical or syntactic rules of the English language, nor does it conform to spelling rules. And they stated that it has been indicated that the English language proficiency of the learners is negatively correlated by learners’ exposure to the SMS language both through the print and the electronic media. Extent of Use of Online Social Networks and Computer Games and English Proficiency In the study of Barral (2010), social networking is used as a communication and collaboration tool of choice in business and higher education. It is being used as a way of communication whether that is asking a question about what to do for homework, or what friends are doing over the weekend. People can discuss topics for class and ask 22 questions which can get answered. Social networking poses a problem in the use of poor language. Most sites do not use proper spelling or grammar which is inappropriate for someone who does not yet have logistic confidence. People are mostly able to discern the morally questionable content, but they cannot yet defend themselves against illiteracy. Rob Callahan states that a generation of students has developed spelling skills largely dependent on abbreviating words and phrases, translating letters to numbers, communicating through text-based symbols and intentionally misspelling words. Students who often use online venues such as IM, chat and social networking can find it difficult to adopt the more traditional modes of communication necessary to achieve passing grades. Murphy states that many studies suggest that computer games have a generally negative impact on a child's study habits. Some possible problems include less time spent on homework, less interest in reading and earning lower grades in school. Studies suggest that computer games with violence, criminal behavior or offensive themes can increase negative behavior in children. Research also shows that when parents place time limits on game play, children develop fewer behavioral issues. Time limits and age-appropriate games can reduce the chance of negative study habits. Reading Frequency and English Proficiency The study of National Endowment for the Arts conducted experiment about reading frequency corresponding with reading scores and writing scores in grade 12. In average reading score in the range of 500, grade 12 in 2005, students who read almost every day got the score of 302, students who read once or twice a week got 292, students 23 who read once or twice a month got 285, and students who read never or hardly ever got 274. In average writing score in the range of 300, grade 12 in 2002, students who read almost every day got the score of 165, students who read once or twice a week got 154, students who read once or twice a month got 149, and students who read never or hardly ever got 136. Summary of Related Studies Those are the associating factors to English proficiency. According to previous studies, age is associated with English proficiency but it is not the most important factor associating with English proficiency. In terms of sex, there are contradictory studies to determine whether or not there is a significant relationship between sex and English proficiency. Income and educational attainment of parents were found to be significantly associated with English proficiency. For the study hour, traditionally, researchers believed that it associates with much for the achievement of study, but now researchers found out there is few associating with the achievement. Negative perception towards teacher correlates negatively in learning second language as the students are less motivated. Extent of television viewing, text messaging, and extent of use of online social networks and computer games correlate negatively for the students to develop English proficiency. In television viewing, they do less communicate with others. In text messaging and extent of use of online social networks and computer games, students chat with others using wrong grammar and wrong spelling of words. And they spend time for texting, chatting, and gaming instead of studying textbooks that indicate correct grammars and correct 24 spelling of words. And according to study, frequency of reading enhances English proficiency. Those factors are continually being studied by researchers to determine whether there is a significant relationship between the factors and English proficiency though there are already many conducted studies. The studies might be conducted endlessly. With the references of the related literatures and studies that are contributed by other researchers, this study will contribute for the future researches. After a series of research activities, this study determined whether there is a significant relationship between the factors such as age, sex, income of parents, educational attainment of parents, study hour, perception towards the teacher, extent of television viewing, text messaging, extent of use of online social networks and computer games and reading frequency, and the English proficiency of the Elementary pupils at Central Philippine University. CHAPTER III RESEARCH DESIGN AND METHODOLOGY This chapter deals with the research design and methodology employed in this study, the respondents, sampling procedure, the instruments used to gather the needed data, validation of questionnaire, data gathering procedures, scoring of variables and the statistical tools in the analysis of the data. Research Design This is a descriptive-correlational study employing the one-shot survey method. David (2005) defined research design as a plan or course of action which the research follows in order to answer the research question/s or solve the research problem, an explanatory study or correlation research that goes beyond description of the problem or situation and a type of research that investigates relationships between factors or variables. Descriptive-correlational study aims to examine the extent of relationship between the factors or variables by determining how changes in one variable relate to changes in other variables. This study determined the factors associated with the English proficiency of the elementary pupils of Central Philippine University through the use of a non/preExperimental design which is the posttest only design or after-only survey, also commonly known as one-shot survey. The one-shot survey or posttest only design aims to collect descriptive information about a population or subject of a study which is also applicable in this research study. 26 This determined the relationship of the demographic factors such as age, sex, income of parents, educational attainment of parents and other factors such as number of study hours, perception towards the teacher, extent of television viewing, text messaging, extent of use online social networks and computer games, reading frequency to the English proficiency of the Elementary pupils at Central Philippine University during the School year 2012 - 2013. Target Population and Sampling The target population of this study was the pupils of Central Philippine University Elementary Department from Grades 5 – 6. The sample size was drawn from a target population of 308 pupils. Out of the total population, the sample size, of 174 pupils, was determined through this formula: Where: n = sample size N = total population 1 = constant e = probability error (0.05) Proportion allocation formula or commonly known as stratified sampling was employed to determine the number of students to be chosen from each year level. The 27 researcher used the lottery or fishbowl technique with replacement to hold the probability constant. This was done by drawing a piece of paper from a box with the numbers, corresponding to the alphabetical sorting of pupils’ names, to be written on pieces of paper. The number of each slip picked out from the box was recorded then returned, thus the probability of choosing one among the total number of respondents. Stratified sampling size was derived from this formula (Paguso, 1987): Where: n = sample size of the students in every section nT = population of each year level N2 = appropriate sample size of the population N = total population of respondents Table 1. Sample Size derived from the Population of Grades 5 and 6 of Central Philippine University Elementary Department Grade Level Population Sampling Fraction Sample Size 5 146 146x174 /308 = 82.48 82 6 162 162x174 /308 = 91.52 92 Total 308 174 28 Research Instrument The primary instrument used to gather the needed data was a one-shot survey questionnaire which consisted of three parts: Part I gathered information on the Personal Background of the respondents; Part II dealt with the information on the factors associated with the English proficiency of the respondents; and Part III served as the English proficiency test constructed by the researchers and anchored on the competencies of Grades 5 and 6 pupils in English required by the Department of Education. The English proficiency test consisted of 40 items containing grammar and reading comprehension, with the difficulty level increasing from easy to difficult. The researcher-made questionnaires were corrected and validated by three (3) professors competent in the field of English. To check reliability of questionnaire Part III, the researchers used test-retest method to twenty (20) pupils (ten percent of the total respondents in this study) who were not included in the 174 respondents of the study. The reliability of two scores in the test and retest from the respondents was computed using Pearson’s r, which resulted in 0.801 indicating a high correlation which means that there is a very dependable relationship between the two results. Data Collection The researchers administered the questionnaires to the respondents with the help of the teachers. The researchers obtained a one hundred percent return rate of all the questionnaires distributed. 29 The data were tabulated and tallied. Then the data that were obtained were analyzed with use of descriptive statistics such as frequency counting, mean, chi-square, and gamma. Data Analysis The data that were collected were checked for consistency, accuracy and completeness, and then these were coded and organized. These were then processed and were analyzed using the Statistical Package for the Social Sciences (SPSS). The data results that were analyzed were derived from all three vital parts of the questionnaire: Part I for the demographic data of the respondents, Part II for the factors that are assumed to influence on the English proficiency of the respondents, and Part III for the English proficiency test. For the description of the personal background such as age, sex, income of parents, and educational attainment of parents; other factors associating with the English proficiency of Elementary pupils of Central Philippine University such as: number of study hours, perception towards the teacher, extent of television viewing, text messaging, extent of use of online social networks and computer games, reading frequency; and the English proficiency of the concerned, the use of the frequency count, percentage, and mean (weighted mean for reading proficiency) were done. For the analysis of the relationship between sex and the English proficiency of the respondents, the chi-square test was used. For the relationship of the remaining factors such as age, income of parents, educational attainment of parents, number of study hours, perception towards the teacher, 30 extent of television viewing, text messaging, extent of use of online social networks and computer games, and reading frequency to the English proficiency of Elementary pupils of Central Philippine University, the gamma analysis was used. CHAPTER IV RESULTS AND DISCUSSION This chapter contains the presentation, analysis and interpretation of the data collected. The first part consists of the description of the profile of the respondents. The next section presents the analysis and interpretation of the major variables of the study such as study hours, perception towards teacher, extent of television viewing, text messaging, extent of use of online social networks and computer games, reading frequency, and English proficiency. This is followed by the discussion of the relationship between the dependent and independent variables. Personal Background of the Respondents Table 2 presents the distribution of the Grades 5 and 6 pupils of Central Philippine University when classified according to their personal background such as age, sex, income of parents, and educational attainment of parents. One hundred seventy four respondents are distributed according to the categories they fall under. In the collected data, 89 respondents are at age 12-13 while 85 are at age 10-11. More respondents are at age 12-13 than at age 10-11. Majority or 93 respondents are female while minority or 81 respondents are male. In terms of monthly income of parents, equal percentage (34.5%) of respondents’ parents earn low (P25,000 and below) and average income (P26,000 – P50,000) while 54 respondents’ parents earn high monthly family income (P51,000 and above). The mean value income in P57,556.78. 32 In terms of the educational attainment of the parents – specifically, the fathers of the respondents, 90.2% or most of them at least graduated from college; on the other hand, 7.5% of the parents of the respondents only reached college level, and the rest of the 2.3% are high school graduates. Table 2. Distributions of Respondents According to Personal Background Categories Frequency Percentage 12-13 yrs. old 10-11 yrs. old Mean = 11.53 89 85 51.1 48.9 Male Female 81 93 46.6 53.4 54 60 60 31.0 34.5 34.5 157 13 4 90.2 7.5 2.3 Age Sex Income of Parents in a Month High (P51,000 and above) Average (P26,000 – P50,000) Low (P25,000 and below) Mean = P57,556.78 Educational Attainment of Parents College Graduate College Level High School Graduate Other Factors Influencing the English Proficiency of the respondents Table 3 presents the distribution of the Grades 5 and 6 pupils of Central Philippine University when classified according to study hours, perception towards 33 teacher, extent of television viewing, text messaging, extent of use of online social networks and computer games, and reading frequency. The pupils have a mean of 2.33 hours spent in studying per week. Most or 69 of them spend 2 hours in studying while less or 59 spend 3 hours and above and least or 49 spend 0 to 1 hour in studying. Almost two-fifths of the respondents spend their time in studying for two hours every week. Thirty two point two percent (32.2%) of the respondents spend at least three (3) hours of their time in studying. The most time spent in studying by a respondent is nine (9) hours every week. In the data collected for the perception of the respondents towards their teacher, in terms of the frequency of speaking in English by their teacher, almost half (46.6%) of the respondents say that their English teacher “usually” speaks in English; and almost twofifth (35.6%) of them claimed that their English teacher “always” speaks in English; almost one-fifth of the respondents say that their English teacher “sometimes” speaks in English; and one-hundredth says that their English teacher “seldom” speaks in English. In terms of presence of fun with English teacher, most (93.7%) of the respondents experience fun in their English class while least (6.3%) of the respondents say that they do not experience fun in their English class. In terms of the respondents' assessment of teacher in teaching English, half (50.0%) of the respondents say that their English teacher performs good when teaching English; almost two-fifth (44.7%) of the respondents say that their English teacher performs very good; two-fiftieths (4.6%) of the respondents say that their English teacher performs fair; and one-hundredth (1.1%) of the respondents say that their English teacher performs badly. 34 In terms of extent of learning from teacher, almost half or 49.4% of the respondents say that they learned more than enough from their English teacher. Twofifths or 38.5% of the respondents say that they learned very much from their English teacher. One-tenths or 10.3% of the respondents say that they learned enough from their English teacher. Almost one-hundredth or 1.7% of the respondents say that they learned a little from their English teacher. As to the pupils’ extent of television viewing, almost a half (47.1%) of the respondents spend only one or two hours in watching television every week; two-fifth (38.5%) of the pupils watch television for three to four hours every week; and the least (14.4%) of the respondents watch television for more than five hours every week. In addition, according to the data collected, one respondent can spend up to 19 hours in watching television. The mean number of hours the respondents spend in watching television is 2.94 hours. The distribution of the respondents according to the frequency of text messaging is almost equal. The data collected under this category are as follows: a little more than one third (33.9%) of the pupils only send at most eight messages every week. There are also a little more than one third (34.5%) of them who send a moderate number of texts. The rest (31.6%) send at least 31 text messages every week. One respondent can send up to 3,000 text messages every week. The mean number of text messages these respondents send is 97.34. In terms of the extent of use of online social networks of the respondents, twofifths of the respondents spend their time visiting online social networking sites for two to three hours every week. On the other hand, only one-fifth (28.2%) of the respondents 35 spend at most one hour every week for online social networking. The rest (32.2%) of the respondents spend at least four hours in online social networking every week. The most number of hours these respondents spend in online social networking every week is 49 hours. The mean extent of use of online social networks by the pupils is 4.92 hours. The respondents’ data on the extent of use of computer games showed that an equal number (37.4%) of respondents spend their time playing computer games in the low use (0 – 1 hour per week) and moderate use (2 – 3 hours per week) of computer games category; while only two-fifths of the pupils spend at least four hours every week in computer games. The mean number of hours the respondents spend in computer games is 3.81 hours, where the least number of hours spent in this area is 0, and the most number of hours spent in this area is 30. The data on the reading frequency of the respondents were also gathered and showed the following: little more than one-third of the respondents (35.6%) spend only at most one hour in reading. One-third of the respondents read for two to four hours, and the rest (31%) spend at least four hours in reading every week. 36 Table 3. Other Factors Influencing the English Proficiency of Elementary Pupils at Central Philippine University Variables Study Hours in a Week High (3-9 hours) Moderate (2 hours) Low (0-1 hour) Mean = 2.33 hours Perception Towards Teacher A. Speaking in English by Teacher Always Usually Sometimes Seldom B. Presence of Fun with English Teacher Yes No C. Assessment of Teacher in Teaching English Very Good Good Fair Badly D. Extent of Learning from Teacher Very much More than enough Enough A little Extent of Television Viewing in a Day High (5-19 hours) Moderate (3-4 hours) Low (1-2 hours) Mean = 2.94 hours Text Messaging in a Week High (31-3000) Moderate (9-30) Low (0-8) Mean = 97.34 Extent of Use of Online Social Networks in a Week High (4-49 hours) Moderate (2-3 hours) Low (0-1 hour) Mean = 4.92 hours Extent of Use of Computer Games in a Week High (4-30 hours) Moderate (2-3 hours) Low (0-1 hour) Mean = 3.81 hours Reading Frequency in a Week High (5 hours and above) Moderate (2-4 hours) Low (0-1 hour) Mean = 4.62 hours Frequency Percentage 56 69 49 32.2 39.7 28.2 62 81 29 2 35.6 46.6 16.7 1.1 163 11 93.7 6.3 77 87 8 2 44.3 50.0 4.6 1.1 67 86 18 3 38.5 49.4 10.3 1.7 25 67 82 14.4 38.5 47.1 55 60 59 31.6 34.5 33.9 56 69 49 32.2 39.7 28.2 44 65 65 25.3 37.4 37.4 54 58 62 31.0 33.3 35.6 37 Distribution of Respondents According to the Type of Language Used in Text Messaging Table 4 shows the distribution of respondents according to the type of language used in text messaging. The data collected under this category are as follows: two-fifths (39.7%) of the pupils use English and mother-tongue in text messaging; little more than one-fifth (26.4%) use only mother-tongue; almost one-fifth (18.4%) use English and Filipino; 5.7% do not send text messages at all; 5.2% use only English; and 4.6% use only Filipino. As a result, majority or two-third (63.3%) of the respondents use English language in text messaging. Table 4. Distribution of Respondents According to the Type of Language Used in Text Messaging Language Used in Text Messaging Frequency Percent English and Mother-tongue 69 39.7 Mother-tongue (Hiligaynon) 46 26.4 English and Filipino 32 18.4 None 10 5.7 English 9 5.2 Filipino 8 4.6 174 100.0 Total 38 Distribution of Respondents According to the Online Social Network Most The table below shows the distribution of respondents according to the online social network most visited. Using the frequency count it shows that majority or fourfifths of the respondents which yield f=137 with 78.7% are linked with Facebook, onetenth of the respondents visit Google, 6 of them visits Twitter with percentage value of 3.4%, 4 of the respondents visits deviant art with percentage value of 2.3%, another 4 of the respondents visits other social networks, and only 1 out of 174 respondents chooses none of any social network, respectively. Table 5. Distribution of Respondents According to the Online Social Network Most Visited Online Social Networks Most Visited Frequency Percent Facebook 137 78.7 Google+ 21 12.1 Twitter 6 3.4 DeviantArt 4 2.3 Others 4 2.3 MySpace 1 0.6 None 1 0.6 174 100.0 Total 39 Distribution of Respondents According to the Type of Language Used in Online Social Networking Table 6 shows the distribution of respondents according to the type of language used in online social networking. Data show that more than one-third (37.9%) or 66 of the respondents uses English and mother tongue language, one-fourth (25.3%) of the respondents uses English language, one-fifth (18.4%) uses Mother tongue (Hiligaynon), little more than one-tenth (14.9%) uses both English and Filipino language, one-fiftieth (2.9%) uses plane Filipino language, and only 1 out of 174 respondents does not use any online social language due to the reason that the respondent does not visit any online networking site. This only shows that majority or four-fifths (78.1%) of the respondents use English in using online social networking. Table 6. Distribution of Respondents According to the Type of Language Used in Online Social Networking Languages Used in Online Social Networking Frequency Percent English and Mother-tongue 66 37.9 English 44 25.3 Mother-tongue (Hiligaynon) 32 18.4 English and Filipino 26 14.9 Filipino 5 2.9 None 1 0.6 174 100.0 Total 40 Distribution of Respondents According to the Computer Game Most Played The following table shows the distribution of respondents according to the computer game most played. The data collected under this category are as follows: almost one-fifth (17.8%) or the most of the respondents play League of Legends; more than one-tenth (11.5%) of the respondents play Counter-strike; equal number (11 or 6.3%) of the respondents play Tetris Battle and Final Fantasy; 4 (2.3%) play Crossfire; 2 (1.1%) play Resident Evil; 1 (0.6%) or the least of the respondents play Star Craft; one-third (33.3%) of the respondents play others; and the rest or 12.1% do not play computer games. This shows that majority (87.9%) of the respondents play computer games; and the majority or two-thirds (66.7%) play computer games which are instructed in English. Table 7. Distribution of Respondents According to the Computer Game Most Played Computer Games Most Played Frequency Percent Rank League of Legends 31 17.8 2 None 21 12.1 3 Counter-strike 20 11.5 4 Final Fantasy 11 6.3 5.5 Tetris Battle 11 6.3 5.5 World of Warcraft 10 5.7 7 Dragon City 5 2.9 8 CrossFire 4 2.3 9 Resident Evil 2 1.1 10 Star Craft 1 0.6 11 Others 58 33.3 1 174 100.0 Total 41 Distribution of Respondents According to the Type of Materials Read The following table shows the distribution of respondents according to the type of reading materials read. The data shows the followings: almost one-third (29.9%) or the most of the respondents read English magazines; one –fourth (25.3%) read English short stories; almost one-fifth (23.0%) read English novels as 3rd raking; Only some (4.0%) read Filipino novels; a few (2.3%) read others; and only one-hundredth or the least (0.6%) of the respondents read none; Research result shows that majority or four-fifths (83.4%) of the respondents read reading materials written in English; and the rest, only few or 29 (16.6%) of them read reading materials written in Filipino. Table 8. Distribution of Respondents According to the Type of Materials Read Type of Reading Materials Read Frequency Percent Rank English magazines 52 29.9 1 English short stories 44 25.3 2 English novels 40 23.0 3 English comics 9 5.2 4 Filipino short stories 9 5.2 5 Filipino magazines 8 4.6 6 Filipino novels 7 4.0 7 Others 4 2.3 8 None 1 0.6 9 174 100.0 Total 42 English Proficiency Level of Grades 5 and 6 Pupils of the Elementary Department of Central Philippine University Table 9 below shows the results of the respondents in the English proficiency test the researchers provided. The scores were categorized according to their level of proficiency in English, namely: Low Proficiency for pupils who obtained scores ranging from 6 – 16; Average Proficiency for pupils who obtained scores ranging from 17 – 27; and High Proficiency for pupils who obtained scores from 28 – 37. The mean score of the respondents is 26.91, wherein the lowest score was 6 and the highest score was 37 out of the 40-item English proficiency test. It is shown from the data collected that only less than one-tenth (7.5%) of the respondents performed poorly in the English proficiency test, while most or two-fifth (40.8%) performed averagely. More than half of the respondents were included in the High Proficiency category. Table 9. English Proficiency Level of Grades 5 and 6 Pupils of the Elementary Department of Central Philippine University English Proficiency Level Frequency Percentage Low (6-16 points) 13 7.5 Average (17-27 pts.) 71 40.8 High (28-37 pts.) 90 51.7 174 100.0 Total Mean = 26.91 (Average) 43 Age and English Proficiency Table 10 shows the association between age and English proficiency. In this study, those who are at age 12-13 have higher (more than half) percentage in low and high level of English proficiency while those who are at age 10-11 have higher (more than half) percentage in average level. As a result, regardless the age is 10-11 or 12-13, the English proficiency level is same. Therefore, with revealing result of gamma value 0.068 and pvalue 0.626, the result of test for association between age and English proficiency level is not significant. According to the research of Julia Van Sickle and Sarah Ferris, adult and child second language learners pass through essentially the same developmental stages in second language acquisition (SLA). Simply put, younger and older individuals if given the chance to acquire knowledge on a second language at the same time, will still perform the more or less equally in proficiency tests despite their differences in age. It claims that if the chance of acquiring knowledge on the language is equally provided to both younger and older individuals, the Language proficiency is the same. In this research, since the pupils are in grade 5 or 6, the chance provided to acquire knowledge on English language in the school is almost the same, so their English proficiency is also to be the same. Therefore, this supports the research by Julia Van Sickle and Sarah Ferris; the null hypothesis which states that there is no significant relationship between age and English proficiency is not rejected. 44 Table 10. Association between Age and English Proficiency English Proficiency Level Age 10-11 12-13 Total Low (6-16 pts.) f 6 % 46.2 f 7 % 53.8 f 13 % 100.0 Average (17-27 pts.) 37 52.1 34 47.9 71 100.0 High (28-37 pts.) 42 46.7 48 53.3 90 100.0 85 48.9 89 51.1 174 100.0 Total Gamma = 0.068 (not significant) p-value = 0.626 Sex and English Proficiency Table 11 shows the association between sex and English proficiency. The result reveals that majority of males have low (69.2%) and average (56.2%) English Proficiency level, which majority (64.4%) of females have high English Proficiency level. When sex and English Proficiency level were correlated, the Chi-square value of 9.794 with a pvalue of 0.007 at 2 degrees of freedom revealed a significant result. Since Chi-square value was significant, a post hoc analysis was done using Cramer’s V which yields 0.237 and p = 0.007. The result was considered statistically significant at 0.05 level. This result proves that sex is a determinant to the English Proficiency level of the respondents. Females tend to become proficient in English than males as revealed in this study. This result collaborates with several studies (Gorman, White & Brooks, 1987; Gorman, White, Brooks, Maclure & Kispal, 1988) which have reported that girls tend to have more positive feelings about reading and writing than boys. However, it seems that by the age of 15 years, girls lose confidence in their abilities as writers. 45 Therefore, the null hypothesis stating that there is no significant relationship between sex and English proficiency is rejected. Table 11. Association between Sex and English Proficiency Sex English Proficiency Level Male Female Total Low (6-16 pts.) f 9 % 69.2 f 4 % 30.8 f 13 % 100.0 Average (17-27 pts.) 40 56.3 31 43.7 71 100.0 High (28-37 pts.) 32 35.6 58 64.4 90 100.0 81 46.6 93 53.4 174 100.0 Total Chi-square = 9.794 (significant) Cramer’s V = 0.237 (significant) degree of freedom (df) = 2 p-value = 0.007 p-value = 0.007 Income of Parents and English Proficiency Table 12 shows the association between income of parents and English proficiency. In this study, those whose parents earn low income (P25,000 and below) get average level of English proficiency while those whose parents earn average income (P26,000 – P50,000) and high income (P51,000 and above) get same low level of English proficiency. On the other hand, those whose parents earn high income (36.7%) get high in level of English proficiency. When correlated, the result of gamma value 0.167, and pvalue 0.135, the correlation between income of parents and English proficiency level is not considered significant. As a result, regardless income of parents is high, average, or low, then English proficiency level is still the same. 46 This does not support the study of Yu, et al. (2006) when significant associations were found for English proficiency and all socio-demographic characteristics examined. The children of those who reported speaking English at home tended to be older than the children of the other English proficiency groups. Consequently, the null hypothesis stating that there is no significant relationship between income of parents and English proficiency is not rejected. Table 12. Association between Income of Parents and English Proficiency English Proficiency Level Low (6-16 pts.) Monthly Income of Parents Low Average High (P25,000 and (P26,000 to (P51,000 and below) P50,000) above) f % f % f % 3 23.1 5 38.5 5 38.5 Total f 13 % 100.0 Average (17-27 pts.) 31 43.7 24 33.8 16 22.5 71 100.0 High (28-37 pts.) 26 28.9 31 34.4 33 36.7 90 100.0 Total 60 34.5 60 34.5 54 31.0 174 100.0 Gamma = 0.167 (not significant) p-value = 0.135 Educational Attainment of Parents and English Proficiency The table below shows the association between educational attainment of parents – specifically, the father – and English proficiency. The researchers decided to correlate the educational attainment of fathers to the English proficiency of the respondents rather than the mothers’ in relation to the study of Duursma et. al, stating that “ only the father’s language preference played a role” in a child’s proficiency in a particular language. 47 The table shows that those whose fathers are high school graduate and college level got high percentage in average English proficiency level while those whose fathers are college graduate are highly involved in low English proficiency level. As a result, regardless educational attainment of parents – specifically, the father – is high school graduate, college level, or college graduate, the English proficiency is the same. Therefore, revealing the result of gamma value 0.066, and p-value 0.768, the correlation between educational attainment of parents and English proficiency level is not significant. Consequently, the null hypothesis which states there is no significant relationship between educational attainment of parents and English proficiency is not rejected. As studied by Dickinson & Tabors (2001), more educated parents provide language environments at home that are more similar to the language environments of school. Supportively, the study of Goldenberg et.al, (2006) states that whether in native language or in English, parental education correlate with the development of academic English, as learning to read and write in any language begins long before children enter school through engagement in activities with parents and caregivers who support language and literacy development. Also, according to the study of Snow, Burns, & Griffin (1998), the level of parental English language skills may index the support children receive for learning English at home. The studies contradict the result of this study. 48 Table 13. Association between Educational Attainment of Parents and English Proficiency English Proficiency Level Low (6-16 pts.) Educational Attainment of Parents High School College College Graduate Level Graduate f % F % f % 1 7.7 12 92.3 Total f 13 % 100.0 Average (17-27 pts.) 2 2.8 6 8.5 63 88.7 71 100.0 High (28-37 pts.) 2 2.2 6 6.7 82 91.1 90 100.0 Total 4 2.3 13 7.5 157 90.2 174 100.0 Gamma = 0.066 (not significant) p-value = 0.768 Study Hours and English Proficiency Table 14 shows the association between study hours and English proficiency. According to the collected data, most (46.2%) of those who spend low study hours (0-1 hour) in a week mostly got low level of English proficiency while most (40.8%) respondents who spend moderate (2 hrs.) study hours in a week got average English Proficiency and most (36.7%) respondents study 3 hours and above every week got high English Proficiency level. However, when correlated, the result of gamma value 0.195, and p-value 0.083, revealed that the study and English proficiency level of the respondents is not statistically significant. This means that regardless study hours in a week are low, moderate, or high, the English proficiency is just similar. This supports the study of Schuman et al. (1985) who claimed that the study timegrade association is an untested assumption, and that hours studied may have little effect 49 on grades because teachers' grading practices may moderate the study-time grade association. Greenwald and Gillmore (1997) also suggested that teachers' grading practices might help to explain the study-time grade association. Thus, common to previous research were explanations that suggested student and teacher characteristics associated with the study time-grade association. The results of this study suggest that course (course difficulty), teacher (grade inflation) and student (cognitive ability) characteristics moderated the study-time grade association: these variables reduced the study-grade association to zero. Consequently, the null hypothesis stating that there is no significant relationship between study hours and English proficiency is not rejected. Table 14. Association between Study Hours and English Proficiency Study Hours in a Week English Proficiency Level High (3 Hours and Above) f % 2 15.4 Low (0-1 Hour) Moderate (2 Hours) f 6 % 46.2 f 5 % 38.5 Average (17-27 pts.) 21 29.6 29 40.8 21 High (28-37 pts.) 22 24.4 35 38.9 Total 49 28.2 69 39.7 Low (6-16 pts.) Gamma = 0.195 (not significant) p-value = 0.083 Total f 13 % 100.0 29.6 71 100.0 33 36.7 90 100.0 56 32.2 174 100.0 50 Perception Towards Teacher and English Proficiency Table 15 shows the association between the perception of the pupils towards the teacher in terms of the extent of speaking in English in the classroom and English proficiency. The table shows that most of those whose teacher speaks English seldom, sometimes, or always got low scores in English proficiency level test while most of those whose teacher speaks English usually got average scores in the test. As a result, regardless the teacher speaks English seldom, sometimes, usually, or always, the English proficiency of the students is the same. Therefore, revealing the result of χ-square value 8.739, 6 df and p-value 0.189, the correlation between perception towards teacher in terms of speaking English and English proficiency level is not significant. Table 15. Association between Perception Towards Teacher in Terms of Speaking in English and English Proficiency English Proficiency Level Low (6-16 pts.) Average (17-27 pts.) Perception Towards Teacher In Terms of Speaking in English Seldom Sometimes Usually Always f % f % f % f % 1 7.7 3 23.1 3 23.1 6 46.2 Total f % 13 100.0 1 1.4 High (28-37 pts.) Total 2 1.1 11 15.5 36 50.7 23 32.4 71 100.0 15 16.7 42 46.7 33 36.7 90 100.0 29 16.7 81 36.7 62 35.6 174 100.0 Chi-square = 8.739 (not significant) df = 6 p-value = 0.189 51 Table 15a below shows the association between the perception of the pupils towards the teacher in terms of presence of fun with the English teacher and English proficiency. In this study, those who answered there is no presence of fun with English teacher have higher percentage in low level of English proficiency while those who answered there is presence of fun with the English teacher have higher percentage in high level of English proficiency. As a result, regardless the English teacher presents fun or no in his/her class, the English proficiency is similar. Therefore, revealing the result of Chisquare value 0.193, 2 df and p-value 0.908, the correlation between perception towards teacher in terms of presence of fun with the English teacher and English proficiency level is not significant. Table 15a. Association between Perception Towards Teacher in Terms of Presence of Fun with English Teacher and English Proficiency PERCEPTION TOWARDS TEACHER English Proficiency In Terms of Presence of Fun with English Teacher Level No Yes f % f % Low (6-16 pts.) 1 7.7 12 92.3 f 13 Total % 100.0 Average (17-27 pts.) 5 7.0 66 93.0 71 100.0 High(28-37) 5 5.6 85 94.4 90 100.0 Total 11 6.3 163 93.7 174 100.0 Chi-square = 0.193 (not significant) df = 2 p-value = 0.908 52 Table 15b below shows the association between the perception of the pupils towards the teacher in terms of assessment of teacher in teaching English and English proficiency. In the collected data, those who answered that the English teacher assesses badly (7.7%) and those who answered that the English teacher assesses good (69.2%) have low level of the English proficiency while those who answered that the English teacher assesses fair (5.6%) and those who answered that the English teacher assesses very good (51.1%) have high level of the English proficiency. As a result, regardless the English teacher assesses badly, fair, good, or very good, the English proficiency is still the same. Therefore, revealing the result of Chi-square value 11.469, 6 df and p-value 0.075, the correlation between perception towards teacher in terms of assessment of teacher in teaching English and English proficiency level is not significant. Table 15b. Association between Perception Towards Teacher in Terms of Assessment of Teacher in Teaching English and English Proficiency English Proficiency Level Low (6-16 pts.) Average (17-27 pts.) Perception Towards Teacher In Terms of Assessment of Teacher in Teaching English and English Proficiency Badly Fair Good Very Good f % f % f % f % 1 7.7 9 69.2 3 23.1 f 13 Total % 100.0 1 1.4 High (28-37 pts.) Total 2 1.1 3 4.2 39 54.9 28 39.4 71 100.0 5 5.6 39 43.3 46 51.1 90 100.0 8 4.6 87 50.0 77 44.3 174 100.0 Chi-square = 11.469 (not significant) df = 6 p-value = 0.075 53 Table 15c below shows the association between the perception of the pupils towards the teacher in terms of extent of learning from teacher, and English proficiency. In this study, those who answered that they learn little from the English teacher have low level of the English proficiency while those who answered that they learn more than enough from the English teacher (57.7%) have average level of the English proficiency. Those who answered that they learn enough (11.1%) or very much from the English teacher (44.4%) have high level of the English proficiency. When conducted the result of Chi-square value 6.644, 6 df and p-value 0.355, the correlation between perception towards teacher in terms of extent of learning from teacher and English proficiency level is not considered significant. As a result, regardless the extent of learning from the English teacher is a little, enough, more than enough, or very much, the English proficiency is still the same. This supports the study of Ofra Inbar (2001) when no differences were found in the English proficiency of the students on “Native and Non-native Teachers: Investigation of the Construct and Perceptions”. “No differences were found in perception categories related to teaching and assessment practices, to defining students' knowledge in English, the status of the English language and goals for teaching it.”. It was also revealed, however, the effect of individual differences on the teachers' perceptions, demonstrating that perceptions can often be attributed to more than a single background variable. It simply means that due to the difference of perception of students, it does not necessarily mean that it would affect their English proficiency. 54 Consequently, in sum of the results of table 15, 15a, 15b, and 15c, the null hypothesis stating that there is no significant relationship between perception towards teacher and English proficiency is not rejected. Table 15c. Association between Perception Towards Teacher in Terms of Extent of Learning from Teacher and English Proficiency English Proficiency Level Low (6-16 pts.) Average (1727 pts.) High (28-37 pts.) Total Perception Towards Teacher In Terms of Extent of Learning from Teacher and English Proficiency More than A Little Enough Very Much Enough f % f % f % f % 1 7.7 1 7.7 6 46.2 5 38.5 f 13 % 100.0 1 1.4 7 9.9 41 57.7 22 31.0 71 100.0 1 1.1 10 11.1 39 43.3 40 44.4 90 100.0 3 1.7 18 10.3 86 49.4 67 38.5 174 100.0 Chi-square = 6.644 (not significant) df = 6 Total p-value = 0.355 Extent of Television Viewing and English Proficiency Table 16 shows the association between the extent of television viewing and English proficiency. In this study, those who watch television for low hours (1-2 hours) have high or more than half percentage in low level of the English proficiency while those who watch television for high hours (5 hours and above) have high percentage in average level of the English proficiency. Those who watch television for moderate hours (3-4 hours) have high or almost half percentage in high level of the English proficiency. 55 As a result, regardless the extent of television viewing is low, moderate, or high, the English proficiency is the same. Therefore, revealing the result of gamma value 0.056, and p-value 0.641, the correlation between the extent of television viewing and English proficiency level is not significant. Learning how to read, comprehend and develop vocabulary takes practice and time spent reading books or being read to. Language development also requires a lot of interactive conversation. Gina Poirier states that kids of all ages who spend hours every day in front of a television are losing that opportunity and falling behind in this area in their education. Even educational TV programs do not help as much as reading and talking. According to Dr. Ellen Abell of the Alabama Cooperative Extension System, TV does not develop the part of the brain responsible for language. Children who watch too much television and do not read enough may have trouble paying attention and listening to comprehend language. The study of Gina Poirier supports the result of this study. Consequently, the null hypothesis stating that there is no significant relationship between extent of television viewing and English proficiency is not rejected. 56 Table 16. Association between Extent of Television Viewing and English Proficiency Extent of Television Viewing per Day Low Moderate High (1-2 Hours) (3-4 Hours) (5 Hours and Above) f % f % f % 8 61.5 3 23.1 2 15.4 f 13 % 100.0 Average (17-27 pts.) 31 43.7 26 36.6 14 19.7 71 100.0 High (28-37 pts.) 43 47.8 38 42.2 9 10.0 90 100.0 82 47.1 67 38.5 25 14.4 174 100.0 English Proficiency Level Low (6-16 pts.) Total Gamma = -0.056 (not significant) Total p-value = 0.641 Text Messaging and English Proficiency Table 17 shows the association between text messaging and English proficiency. Based on the table, those who send low (8 and below) text messages in a week have high percentage in high level of the English proficiency while those who send moderate (9-30) text messages have high percentage in low level of the English proficiency. Those who send high (31 and above) text messages in a week have high percentage in average level of the English proficiency. As a result, regardless the extent of text messaging is low, moderate, or high, the English proficiency is the same. Therefore, revealing the result of gamma value 0.135, and p-value 0.227, the correlation between text messaging and English proficiency level is not significant. This does not support the study of Cesar Marquez (2009), text messaging is being used as the number on form of communication through cell phones. With new phones and plans designed to accommodate text messaging, this form of communication will 57 only grow. While texting can be convenient and quick, it can also be dangerous and distracting. Consequently, the null hypothesis stating that there is no significant relationship between text messaging and English proficiency is not rejected. Table 17. Association between Text Messaging and English Proficiency English Proficiency Level Low (6-16 pts.) Text Messaging in a Week Low Moderate High (8 and Below) (9-30) (31 and Above) f % f % F % 4 30.8 5 38.5 4 30.8 Total f 13 % 100.0 Average (17-27 pts.) 21 29.6 24 33.8 26 36.6 71 100.0 High (28-37 pts.) 34 37.8 31 34.4 25 27.8 90 100.0 Total 59 33.9 60 34.5 55 31.6 174 100.0 Gamma = -0.135 (not significant) p-value = 0.227 Extent of Use of Online Social Networks and English Proficiency Table 18 shows the association between the extent of use of online social networks and English proficiency. In this study, those who use online social networks for low (0-1) hour in a week have almost half or most percentage in low level of the English proficiency while those who use online social networks for moderate (2-3) hours have almost half or most percentage in high level of the English proficiency. Besides, those who use online social networks for high (4 and above) hours in a week have high percentage in average level of the English proficiency. As a result, regardless the extent of use of online social networks is low, moderate, or high, the English proficiency is the 58 same. Therefore, revealing the result of gamma value 0.078, and p-value 0.496, the correlation between the extent of use of online social networks and English proficiency level is not significant. In the study of Barral (2010), social networking is used as a communication and collaboration tool of choice in business and higher education. It is being used as a way of communication whether that is asking a question about what to do for homework, or what friends are doing over the weekend. People can discuss topics for class and ask questions which can get answered. Social networking poses a problem in the use of poor language. Most sites do not use proper spelling or grammar which is inappropriate for someone who does not yet have logistic confidence. People are mostly able to discern the morally questionable content, but they cannot yet defend themselves against illiteracy. The study supports the result of this study. Consequently, the null hypothesis states that there is no significant relationship between extent of use of online social network and English proficiency is not rejected. 59 Table 18. Association between Extent of Use of Online Social Networks and English Proficiency Extent of Use of Online Social Networks per Week High Low Moderate (4 Hours and (0-1 Hour) (2-3 Hours) Above) f % f % f % 6 46.2 4 30.8 3 23.1 f 13 % 100.0 Average (17-27 pts.) 22 31.0 23 32.4 26 36.6 71 100.0 High (28-37 pts.) 21 23.3 42 46.7 27 30.0 90 100.0 49 28.2 69 39.7 56 32.2 174 100.0 English Proficiency Level Low (6-16 pts.) Total Gamma = 0.078 (not significant) Total p-value = 0.496 Extent of Use of Computer Games and English Proficiency Table 19 below shows the correlation between the extent of use of computer games and English proficiency. In this study, those who play computer games for low (01) hour in a week and those who play computer games for high (5 and above) hours in a week have most percentage in high level of the English proficiency while those who play computer games for moderate (2-4) hours in a week have almost half or high percentage in average level of the English proficiency. As a result, regardless the extent of use of computer games is low, moderate, or high, the English proficiency is the same. Therefore, revealing the result of gamma value 0.040, and p-value 0.728, the correlation between the extent of use of computer games and English proficiency level is not significant. According to Murphy, many studies suggest that computer games have a 60 generally negative impact on a child's study habits. Some possible problems include less time spent on homework, less interest in reading and earning lower grades in school. The studies support the result of this study. Consequently, the null hypothesis states that there is no significant relationship between extent of use of computer game and English proficiency is not rejected. Table 19. Association between Extent of Use of Computer Games and English Proficiency Extent of Use of Computer Games in a Week High Low Moderate (5 Hours and (0-1 Hour) (2-4 Hours) Above) f % f % f % 5 38.5 6 46.2 2 15.4 f 13 % 100.0 Average (17-27 pts.) 24 33.8 32 45.1 15 21.1 71 100.0 High (28-37 pts.) 36 40.0 27 30.0 27 30.0 90 100.0 Total 65 37.4 65 37.4 44 25.3 174 100.0 English Proficiency Level Low (6-16 pts.) Gamma = 0.040 (not significant) Total p-value = 0.728 Reading Frequency and English Proficiency Table 20 shows the association between reading frequency and English proficiency. The result reveals that majority of those who read for low (0-1) hour have low (76.9%) and average (47.9%) English Proficiency level, while the majority of those who read for high (5 and above) hours in a week have high (44.4%) English proficiency 61 level. In addition to, the majority of those who read for moderate (2-4) hours have average (36.6%) and high (35.6%) the English proficiency level. When reading frequency and English proficiency level were correlated, the gamma value 0.545 with a p-value 0.000 revealed a significant result. The result was considered statistically significant at 0.05 level. This result proves that reading frequency is a determinant to the English proficiency level of the respondents. Those who read frequently tend to become proficient in English than those who read rarely as revealed in this study. This result collaborates with the study of National Endowment for the Arts that conducted experiment about reading frequency corresponding with reading scores and writing scores in grade 12. In average reading score in the range of 500, grade 12 in 2005, students who read almost every day got the score of 302, students who read once or twice a week got 292, students who read once or twice a month got 285, and students who read never or hardly ever got 274. In average writing score in the range of 300, grade 12 in 2002, students who read almost every day got the score of 165, students who read once or twice a week got 154, students who read once or twice a month got 149, and students who read never or hardly ever got 136. Consequently, the null hypothesis states that there is no significant relationship between reading frequency and English proficiency is rejected. 62 Table 20. Correlation between Reading Frequency and English Proficiency READING FREQUENCY IN A WEEK High Low Moderate (5 Hours and (0-1 Hour) (2-4 Hours) Above) f % f % f % 10 76.9 3 23.1 f 13 % 100.0 Average (17-27 pts.) 34 47.9 26 36.6 11 15.5 71 100.0 High (28-37 pts.) 18 20.0 32 35.6 40 44.4 90 100.0 Total 62 35.6 58 33.3 54 31.0 174 100.0 English Proficiency Level Low (6-16 pts.) Gamma = 0.545 (significant) p-value = 0.000 Total CHAPTER V SUMMARY, CONCLUSION, AND RECOMMENDATION Summary This study was conducted to determine the relationship of personal background factors of Elementary pupils of Central Philippine University, such as age, sex, income of parents, and educational attainment of parents, and other factors such as number of study hours, perception towards the teacher, extent of television viewing, text messaging, extent of use of online social networks and computer games, and reading frequency, to the English proficiency of the respondents. This study was done at the Elementary Department of Central Philippine University, making use of a sample from the institution’s Grades 5 and 6 pupils. The participants of this study composed of 174 Grades 5 and 6 pupils of Central Philippine University. The primary instrument used to gather the needed data was a one-shot survey questionnaire which consisted of three parts: Part I gathered information of the demographic characteristics of the respondents; Part II dealt with the information of the factors associated with the English proficiency of the respondents; and Part III served as the English proficiency test constructed by the testers and anchored on the competencies of Grades 5 and 6 pupils in English required by the Department of Education. The questionnaire was designed based on the specific objectives of this study. The Statistical Package for Social Sciences (SPSS) program was used to aid the researchers in their data analysis for both dependent and independent variables. For the 64 analysis of the relationship between sex and the English proficiency of the respondents, the chi-squared distribution was used. For the relationship of the remaining factors such as age, income of parents, educational attainment of parents, number of study hours, perception towards the teacher, extent of television viewing, text messaging, extent of use of online social networks and computer games, and reading frequency to the English proficiency of Elementary pupils of Central Philippine University, the gamma distribution was used. Major Findings Based on the results of the study: 1. The number of pupils aged 10-11 years old is almost equal to the number of pupils aged 12-13 years old; 2. Majority (53.4) of the respondents were female pupils; 3. The scales of the income of parents of the respondents is almost equally distributed; 4. Most (90.2%) of the respondents’ parents graduated from college, and only a small fraction left for parents who either graduated from high school (2.3%) or only attained undergraduate level in college (7.5%); 5. Majority (39.7%) of the respondents spend moderate hours (2 hours) in studying; 6. Most (46.6%) of the respondents say that their English teacher usually speaks in English, (93.7%) experience fun with their English teacher, (50.0%) their English 65 teacher performs good in their when teaching English, and (49.4%) learned more than enough from their English teacher; 7. Almost half (47.1%) of the total number of respondents spend their time watching television for only one to two hours; 8. The respondents are almost equally distributed in terms of text messaging; 9. Most (39.7%) of the respondents spend their time moderately (2 – 3 hours) in online social networking; 10. More than one third (37.4%) of the respondents spend a low number of hours (0 – 1 hour) in computer gaming; the same number of respondents spend a moderate number of hours (2 – 3 hours) in computer gaming; and the rest (25.3%) of the respondents spend at least five hours in computer gaming; 11. Majority (35.6%) of the respondents spend at most one hour in reading; 12. The following factors: age (Gamma = 0.068, p-value = 0.626), income of parents (Gamma = 0.167, p-value = 0.135), educational attainment of parents (Gamma = 0.066, p-value = 0.768), extent of television viewing (Gamma = -0.056, p-value = 0.641), text messaging (Gamma = -0.135, p-value = 0.227), extent of use of online social networks (Gamma = 0.078, p-value = 0.496) and computer games (Gamma = 0.040, pvalue = 0.728) have no significant relationship with the English proficiency of the respondents; 13. Study hours (Gamma = 0.195, p-value = 0.083) has an almost significant relationship with the English proficiency of the respondents; 66 14. Finally, sex (χ-square = 9.794, df = 2, p-value = 0.007, Cramer’s V = 0.237) and reading frequency (Gamma = 0.545, p-value = 0.000) have a significant relationship with the English proficiency of the respondents. Conclusions According to the data collected, the following factors have no significant relationship with the English proficiency of the respondents: age, income of parents, educational attainment of parents, perception towards teacher, extent of television viewing, text messaging, extent of use of online social networks and computer games. Data show that sex correlate with the English proficiency of the respondents. Female pupils perform better in English than male pupils from the data collected – 64.4% of the female pupils scored high scores in the English proficiency test, while only 35.6% of the male respondents scored high in the test given. Furthermore, it is also shown in the data collected that 69.2 % of the males obtained low scores in the English proficiency test, and only 30.8% of the females scored low in the test. According to Gorman et al., (1987) “girls tend to have more positive feelings about reading and writing than boys,” which only proves that sex is a significant factor associating with the English proficiency of an individual. In the statements mentioned above, female pupils are more proficient than males in English. Reading frequency is also deemed to have a significant relationship with the English proficiency of the respondents from the data collected. This means that the longer the time is spent on reading, the more proficient an individual becomes in English; 67 otherwise, it may degrade one’s proficiency in English. In the data collected, 76.9% of the respondents who only spend at most one hour in reading scored low in the English proficiency test given by the researchers. Furthermore, 44.4% of the respondents who spend at least five hours in reading gained the highest scores in the English proficiency test. In addition, it has also been shown in the data of this research study that majority of the respondents often read reading materials in English than in Filipino (English magazines, 29.9%; English short stories, 25.3%; English novels, 23.0%. These facts do support the notion that reading frequency does indeed correlate with the English proficiency of an individual. According to Piaget’s Cognitive Developmental Theory in Acero et al. (2008) cited by Dr. Gail E. Tompkins (2002), individuals acquire knowledge through experiences and “with objects they come in contact with”. It basically means that one learns through outside factors. However, Piaget’s theory is somehow refuted by the results of this study, since only a few of the suggested factors to the English proficiency of the pupils deemed significant, namely, sex and reading proficiency. The number of study hours of the individual according to the findings of this research is not a strong factor to his/her English proficiency. The researchers have concluded, basing on the findings interpreted, that the factors associating with the English proficiency of an individual differ from one person to another. Data has shown that some gain their English proficiency in watching television, and some in computer games, and so on. There is no definite factor in associating with one’s English proficiency other than sex and reading English reading materials, as suggested by results of this study. 68 Recommendations Based on the major findings of the study, and the conclusions drawn from those, the following recommendations were suggested: 1. Since it was shown in the findings that sex is a factor correlating with the English proficiency of an individual, and that female pupils tend to be more proficient than male pupils, it is important that parents should monitor the status of their sons when it comes to their performance in English, and that they should encourage them to study English more; 2. Parents should encourage their children to read, especially reading materials written in English. Reading will help improve the pupils’ ability to observe proper grammar and reading comprehension. The more the children read, the more their facilities in English improve; 3. Teachers, being the facilitators of learning of the pupils, should motivate their learners, especially males, in studying English and their appreciation for reading. Therefore, teaching strategies like pronunciation drills and vocabulary activities should be included in class. In order to encourage pupils to read, teachers should pick reading materials that would spark the interest of their learners. Regular assessment and evaluation should be done to properly monitor the development of the pupils. Integration of English into other subjects such as Science and Mathematics may have an effect in the English proficiency of the students; 4. School heads and administrators should encourage teachers to explore teaching strategies that will aid the improvement of the English proficiency of the pupils. 69 Furthermore, with regards to improving the attitude of male students towards English, they should find scholarly activities related to English that will interest male students; 5. The community should encourage their young members to participate in community activities that involve the speaking of English, such as pageants or contests for the young. Community quiz bees that involve English may also be an example. Such activities will come to the attention of the pupils, especially males; 6. The Philippine government should conduct a regular assessment on the status of the pupils in terms of their English proficiency and cooperating with educational institutions to incorporate developments in the curricula to develop their competence in English. The government should encourage educational institutions to find ways in encouraging all male students to actively display competence in English. REFERENCES Nonperiodicals Acero, V., Javier E. & Castro H. (2008) Child and Adolescent Development. Quezon City, Philippines: Rex Bookstore, Inc. David, F., (2002) Understanding and doing research: A handbook for beginners. Manila, Philippines: Educational Publishing House Parvis, S. (2012) Time for Kids: Almanac 2013. Manila, Philippines: WS Pacific Publications, Inc. Unpublished Materials Arnilla, A., et. al [n.d]. English Placement Exam and Academic Performance of the College of Education Freshmen Students in Basic English. Unpublished doctoral dissertation, Central Philippine University. Eusebio, J.P., (2008) The Effects of Television Viewing in Attentional Abilities of Sapian National High School Students. Sapian National High School, Capiz, Philippines Online References Sickle, J.V. & Ferris, Sarah. [u.d]. Second Language Acquisition: The Age Factor Retrieved 2012-09-02 from http://www.wce.wwu.edu/Resources/CIRCLE/Lectures/SarahJuliaAge_SLAcomment s%20(2).pdf 71 Madu, B.N. & Kasanga, L.A.. (2005). Sex Differences in the Acquisition of English as a Second Language. Retrieved 2012-09-02 from http://www.ajol.info/index.php/gab/article/view/23337 Yu, S. M., et. al. (2006). Parental English Proficiency and Children’s Health Services Access. Retrieved 2012-09-03 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1522110/ Duursma, E., et. al. (2005). The Role of Home Literacy and Language Environment on Bilinguals’ English and Spanish Vocabulary Development. Retrieved 2012-09-03 from http://www.rieslp.com.mx/documentos/Duursma_Romero_Contreras_%20TheRoleOf HomeLiteracy.pdf Olivares, O. (2002). An Analysis of the Study Time-Grade Association. Retrieved 2012-10-01 from http://radicalpedagogy.icaap.org/content/issue4_1/06_Olivares.html Barral, R. D. l. (2010). Relationship of Facebook to English Proficiency. Retrieved 2012-10-01 from http://www.scribd.com/doc/37101515/relationship-of-facebook-to-english-proficiency Matsumoto, M. (2009). Second language learners' motivation and their perceptions of teachers' motivation Retrieved 2012-10-01 from http://works.bepress.com/masanori_matsumoto/5/ 72 Murphy, S. [u.d]. The Effects of Computer Games on Study Habits of Children. Retrieved 2012-10-01 from http://www.ehow.com/facts_7631503_effects-games-study-habits-children.html National Endowment for the Arts. (2007). To Read or Not to Read: A Question of National Consequence. Retrieved 2012-10-01 from http://www.infoplease.com/entertainment/books/average-reading-writing-scoresfrequency.html Atencio, J. (2009) Thomasites marker unveiled. Retrieved 2012-10-01 from http://www.highbeam.com/doc/1G1-77545372.html Mariñas, B. & Ditapat, M. P. (2000) Curriculum Development Retrieved 2012-10-07 from http://www.ibe.unesco.org/curriculum/Asia%20Networkpdf/ndrepph.pdf Fernando, E. & Azucena, S. (2006) Ticking Bomb Retrieved 2012-10-07 from http://www.lankabusinessonline.com/fullstory.php?newsID=1579191903&no_view=1 &SEARCH_TERM=35 Macasinag, T. (2001), Glowing Ember Retrieved 2012-10-07 from http://www.sunstar.com.ph/baguio/opinion/2011/08/04/macasinag-decline-englishproficiency-170862 APPENDIXES 74 Appendix A COLLEGE OF EDUCATION Central Philippine University, Jaro, Iloilo City, Philippines Tel. No. (63-33) 329 1971 loc. 1069/1078 E-mail address: education@cpu.edu.ph Fax No.: (033) 320 3685 November 13, 2012 PROF. CORAZON Q. RABULAN Part-time Faculty Member College of Education Central Philippine University Jaro, Iloilo City Dear Prof. Rabulan: Christian greetings! We, the members of the research group conducting a research study, namely, “Factors associated with the English proficiency of the Elementary pupils at Central Philippine University,” have furnished the first three chapters of our research paper. However, knowing our lack of experience and skill in writing research papers, we ask your humble office to serve as a validator in checking and correcting the following elements in our research paper: title, hypotheses, schematic diagram, and the research instrument. These elements are attached along with this letter. Knowing your expertise and skill in the field of research, especially in the research problem we are presenting, we are very confident that you will help us know our errors and improve our study. We are hoping for your favorable response regarding this matter. Thank you very much, and may God bless you and all your endeavors. Very truly yours, NNEKA MARIE C. SOLIS Group Leader Favorably endorsed: PROF. JANET P. JACO Research Adviser 75 Appendix B COLLEGE OF EDUCATION Central Philippine University, Jaro, Iloilo City, Philippines Tel. No. (63-33) 329 1971 loc. 1069/1078 E-mail address: education@cpu.edu.ph Fax No.: (033) 320 3685 November 13, 2012 PROF. LEILANI FATIMAH L. TROMPETA Chairperson Department of Languages, Mass Communications, and Humanities College of Arts and Sciences Central Philippine University Jaro, Iloilo City Dear Prof. Trompeta: Christian greetings! We, the members of the research group conducting a research study, namely, “Factors associated with the English proficiency of the Elementary pupils at Central Philippine University,” have furnished the first three chapters of our research paper. However, knowing our lack of experience and skill in writing research papers, we ask your humble office to serve as a validator in checking and correcting the following elements in our research paper: title, hypotheses, schematic diagram, and the research instrument. These elements are attached along with this letter. Knowing your expertise and skill in the field of research, especially in the research problem we are presenting, we are very confident that you will help us know our errors and improve our study. We are hoping for your favorable response regarding this matter. Thank you very much, and may God bless you and all your endeavors. Very truly yours, NNEKA MARIE C. SOLIS Group Leader Favorably endorsed: PROF. JANET P. JACO Research Adviser 76 Appendix C COLLEGE OF EDUCATION Central Philippine University, Jaro, Iloilo City, Philippines Tel. No. (63-33) 329 1971 loc. 1069/1078 E-mail address: education@cpu.edu.ph Fax No.: (033) 320 3685 November 13, 2012 PROF. ESTHER ROSE A. ROMARATE Faculty Member Department of Languages, Mass Communications, and Humanities College of Arts and Sciences Central Philippine University Jaro, Iloilo City Dear Prof. Romarate: Christian greetings! We, the members of the research group conducting a research study, namely, “Factors associated with the English proficiency of the Elementary pupils at Central Philippine University,” have furnished the first three chapters of our research paper. However, knowing our lack of experience and skill in writing research papers, we ask your humble office to serve as a validator in checking and correcting the following elements in our research paper: title, hypotheses, schematic diagram, and the research instrument. These elements are attached along with this letter. Knowing your expertise and skill in the field of research, especially in the research problem we are presenting, we are very confident that you will help us know our errors and improve our study. We are hoping for your favorable response regarding this matter. Thank you very much, and may God bless you and all your endeavors. Very truly yours, NNEKA MARIE C. SOLIS Group Leader Favorably endorsed: PROF. JANET P. JACO Research Adviser 77 Appendix D COLLEGE OF EDUCATION Central Philippine University, Jaro, Iloilo City, Philippines Tel. No. (63-33) 329 1971 loc. 1069/1078 E-mail address: education@cpu.edu.ph Fax No.: (033) 320 3685 December 4, 2012 PROF. SUSAN C. HERGA Principal Elementary Department Central Philippine University Jaro, Iloilo City Dear Prof. Herga: Christian greetings! The undersigned are considering the research study entitled, “Factors Associated with the English Proficiency of the Elementary Pupils at Central Philippine University” as a partial fulfillment of the requirements in EDUC 352: Research Application. In consideration with the research study, it is mentioned that the prospective respondents of the study are to come from the Elementary Department of Central Philippine University. Along this line, we are asking your benevolent help to give us permission to have the cooperation of your department, specifically the advisers, the parents, and most especially, the pupils belonging under the fifth and sixth grade levels, in our research endeavor. Your positive feedback upon our request will indeed help us in the success of our research endeavor. We are hoping for your favorable response regarding this matter. Thank you very much, and may God bless you and all your endeavors. Very truly yours, NNEKA MARIE C. SOLIS Group Leader Favorably endorsed: PROF. JANET P. JACO Research Adviser DR. NELSON A. POMADO Dean 78 Appendix E FACTORS ASSOCIATED WITH THE ENGLISH PROFICIENCY OF THE ELEMENTARY PUPILS AT CENTRAL PHILIPPINE UNIVERSITY Research Questionnaire Note: All answers given by the respondent are confidential and will only be confined within the knowledge of the researchers conducting this research. 79 Respondent No. ______ Research Questionnaire: Factors Associated with the English Proficiency of the Elementary Pupils at Central Philippine University PART I Directions: This part of the test is to be taken home with you. With the help of your parents, answer the items presented. Carefully read the directions instructed as you go on with the test. Please answer truthfully. Name: Last Name First Name Middle Initial Address: Grade Level: (Circle your answer) Section 5 6 How old are you? When were you born? (Give month, day, and year) Are you male (boy) or female (girl)? Check your answer. What is the work of your father? How much income does your father earn every month, if applicable? What is the work of your mother? How much income does your mother earn every month, if applicable? years old Month _________ Male _________ Female Day Year 80 How much time do you spend in studying every week? Please specify your answer in the space provided How often does your English teacher speak in English? Circle the number of your answer. Do you have fun when you learn English with your English Teacher? Circle your answer. _____________ hour/s 1 2 3 4 5 Never Seldom Sometimes Usually Always Yes No How well does your teacher present his/her lessons? Circle the number of your answer. 1 2 3 4 5 Very badly Badly Fair Good Very Good Do you think you have learned many things about English from your teacher? Circle the number of your answer. 0 1 2 3 4 None A little Enough More than enough Very much How much time do you spend watching television in a day? Please specify your answer on the blank provided. What kind of television shows do you often watch? Encircle as many answers as is applied to you. If your answer is not found among the choices, write your answer after “Others”. _______ hour/s 0 1 2 3 4 5 6 7 None English cartoons (e.g. Tom and Jerry, Adventure Time) Filipino cartoons (e.g. Super Inggo) Foreign cartoons (e.g. Samurai X, Full Metal Alchemist) with English subtitles Foreign cartoons dubbed in English Foreign cartoons with Filipino subtitles Foreign cartoons dubbed in Filipino English educational shows (Hi5, Dora the 81 How many text messages do you send every week? Please specify your answer in the space provided. What language do you use in texting? Circle the number of your answer. If your answer is not found in any of the choices given, write your answer on the space provided after the word “Others”. Explorer) 8 Filipino educational shows (Mathtinik, Sineskwela) 9 English movies (e.g. Alice in Wonderland, Dark Shadows) 10 Filipino movies (e.g. Jose Rizal, Tanging Ina) 11 Foreign movies (e.g. So Close, Fearless) with English subtitles 12 Foreign movies dubbed in English 13 Foreign movies with Filipino subtitles 14 Foreign movies dubbed in Filipino 15 English television series (e.g. House, Grey’s Anatomy) 16 Filipino television series (e.g. Princess and I, Be Careful with My Heart) 17 Foreign television series (e.g. Boys Over Flowers, One Litter of Tears) with English subtitles 18 Foreign television series dubbed in 19 English Foreign television series with Filipino 20 subtitles 21 Foreign television series dubbed in Filipino Others:______________ ___________ text messages a week 1 2 3 4 5 English Filipino Mother-tongue Please specify the kind of mother-tongue language you use in the blank provided below. ___________________ English and Filipino 82 6 Which online social networking site do you often visit? Encircle your answer. Please choose ONLY one. If your answer is not found in any of the choices given, write your answer on the space provided after the word “Others:”. 1 2 3 4 5 6 7 8 9 10 What language do you use in communicating in online social networking sites? Encircle your answer. If your answer is not found in any of the choices given, write your answer on the space provided after the word “Others:” 1 2 3 How much time do you in online social networking every week? Please specify your answer on the blank provided. What computer or online game do you participate in? Encircle your answer. Please choose ONLY one. If your answer is not found in any of the choices given, write your answer on the space provided after the word “Others:” English and mother-tongue Others: __________________________ DeviantArt Facebook Google+ LinkedIn LiveJournal Multiply MySpace Tumblr Twitter Others: __________________ English Filipino Mother-tongue Please specify the kind of mother-tongue language you use in the blank provided below. 4 ___________________ 5 English and Filipino 6 English and Mother-tongue Others: __________________ __________ hour/s every week 1 2 3 4 5 6 7 Counter-strike Final Fantasy Guild Wars Resident Evil StarCraft World of Warcraft Others:______________ 83 How many hours per week do you spend in computer gaming? Please specify your answers on the blank provided. What printed materials do you often read? Encircle your answer. Please choose ONLY one. If your answer is not found in any of the choices given, write your answer on the space provided after the word “Others:” __________ hour/s a week 1 2 3 4 5 6 7 English magazines Filipino magazines English novels Filipino novels English short stories Filipino short stories Others: __________________ How many hours per week do you __________ hour/s per week spend in reading? Please specify your answer on the blank provided. ~ END OF PART I ~ 84 Respondent No.: ____________ Research Questionnaire: Factors Associated with the English Proficiency of the Elementary Pupils at Central Philippine University PART II ENGLISH PROFICIENCY TEST Directions: Read the instructions and items below carefully. Please answer neatly on the spaces provided before the numbers. Write your answers in CAPITAL LETTERS. Name: ______________________________________ Grade & Section: ___________________ A. Grammar Test Instructions: Select the correct answer of the question or statement written. Write the CAPITAL LETTER of your answer on the space provided before the number. ________1. Jay ________ want to follow his uncle’s ways. A. don’t B. doesn’t C. do D. could ________2. Which one of these sentences below uses the correct plural form of the word child? A. Parents should prepare their childs every day for advance learning by letting them do homework early. B. Nutrients like taurine and choline help support excellent brain development in children during the brain gain period. C. Doctors advise mothers to give milk to their childrens for as long as they want because it contains nutrients. D. Parents should encourage their childes to play in order for them to develop their physical growth. ________3. ________ shoes are worn out. A. Dennis’ B. Denni’s C. Dennis’s D. Dennises’ ________4. It’s raining hard now, ________? A. wasn’t it? B. hasn’t it? C. isn’t it? D. is it? ________5. Which of these statements is a direct discourse? A. Rico said I want to see the play. 85 B. C. D. Rico said that he wanted to see the play. Rico wants to see the play. Rico said, “I want to see the play.” ________6. Which of these phrases use the correct position of adjectives appropriately? A. Yellow, one, big room B. Three, ripe, red apples C. Tall, handsome, white man D. Happy, a, rich man ________7. Jacob is ________ of all the male students in the class. A. more tall B. very tall C. taller D. the tallest ________8. Ric, Randy, and Rio are the new ______________ of our school publication. A. editor-ins-chief B. editors-in-chief C. editors in chief D. editor-in-chiefs ________9. A band of robbers ______ captured by a squad of policemen. A. was B. were C. has D. have ________10. Mathematics ______ my most hated subject. A. are B. were C. is D. be ________11. Which of the following underlined words functions as an adverb? A. She runs very fast. B. My loving mother looks beautiful. C. I am a fast runner. D. Creative teachers motivate students. ________12. The car was _______ by me. A. drove 86 B. C. D. drive driven driving ________13. The nervous passenger was very angry ______ the careless driver. A. in B. with C. by D. of ________14. One of the candidates ______ not have a good record. A. does B. do C. are D. is ________15. ______ John need extra help? A. Do B. Are C. Is D. Does ________16. Jomari _______ the Smokey Mountain for the first time. A. is seen B. have seen C. has seen D. is seeing ________17. Which of the following sentences has the correct answer for the question: “Did you finish your homework?” A. Yes, I am B. No, I don’t C. No, I didn’t D. Yes, I will do ________18. The parents of the child hope he _____ walk alone. A. did B. could C. has D. do ________19. Liz is as ____ as Michael. A. taller B. tallest 87 C. D. ________20. more tall tall Are Rommel and Jeff _______ to work? A. enough old B. not enough old C. very enough old D. old enough B. Reading Comprehension Test: Instructions: Read the text below, and answer all the questions that follow. Write the CAPITAL LETTER of your answer on the blank provided before the number. Hello! My name is Carlos Cortez. I am nine years old. I am a grade 3 pupil at St. Francis School. My teacher is Miss Angela Barraquias. She teaches Reading and Language. My best friend is Rene. He goes to St. Francis School, too. Rene and I love to play basketball. We are both members of the school team, and we attend practice diligently. The other members of the team are Mikko, Ben, Paolo, and Bryan. They are also our friends. We always do our best in all our games. ________1. What is the name of the speaker? a. Carlo Jose b. Charlie Court c. Carlos Cortez d. Cartel Crude ________2. What is the topic of the speaker? a. about himself b. about his friendship c. about his parents d. about his school ________3. Who is the speaker’s best friend? a. Rene b. Renee c. Revee d. Ren ________4. What sport does he play? a. volleyball b. football c. basketball d. lawn tennis ________5. What subject does Miss Angela Barraquias teach? 88 a. b. c. d. Science Reading and Language Mathematics Social Studies Underwater, the twenty-eight-hectare Balicasag Island in Bohol looks like a jagged Turkish fez rising some 400 meters from the coral-rich seafloor. Balicasag means ‘an inverted seacrab’ in Cebuano. The island has been attracting foreign and local divers. Its rich marine life is well-preserved from destruction by its inhabitants. The islanders composed mostly of marginal fishermen and ornamental shell gatherers, guard its waters zealously from any form of destructive fishing which has turned large areas of our seas into virtual marine wastelands. ________1. What does Balicasag mean? a. A full-grown seacrab b. An inverted seacrab c. A cooked seacrab d. A hunted seacrab ________2. How does Balicasag Island look like underwater? a. An attractive sea creature b. A jagged Turkish fez c. A sponge-like coral d. An ornamental wasteland ________3. Does the island attract foreign and local divers? a. Yes b. No c. Maybe d. All of the above ________4. How is its rich marine life well-preserved? a. It is safe-guarded by the Philippine Coast Guard. b. The janitor fish clean the filth in the island. c. Fishermen and ornamental shelf gatherers guard it from any form of destructive fishing. d. Preservatives such as salt, spices, and vinegar are scatter on the island. ________5. What will be the effect of destructive fishing? a. Wastage of water b. Extinction of fishes c. Decrease in tourism d. Growth of coal corals 89 Good morning! This is your Grade School Student Activities Coordinator. I am happy to announce that the grade school is sponsoring a Christmas card making contest this month which will last for the whole month of September this year. All interested participants from Grade 4 up to Grade 6 may submit their contest entries to their homeroom adviser not later than the last Friday of September. Our Christmas theme is “Uniting All Families for the Love of Jesus”. The entries can be laid out on a singlefolded oslo paper, colored and properly designed. The design should be made on the front and inside part of the card together with the logo. The Christmas text should be a message related to the theme. Join and win big prizes. The winning entry shall serve as the design of the Marian Christmas card this year. This card shall be printed and made available to all by the middle of October. ________1. What is the type of text? a. Lecture b. Argument c. Announcement d. Definition ________2. What is the purpose of the text? a. To sell Christmas card b. To announce about a contest and to encourage pupils to join it c. To announce who are the winners in a contest d. To give more information about how to make Christmas cards ________3. What is the synonym of the word ‘participants’ as used in the selection? a. winners b. players c. fighters d. competitors ________4. What is the theme for the Christmas card message? a. Sharing the Love of Jesus b. Uniting all Families for the Love of Jesus c. Uniting all the Friends d. Sharing the Gift of Jesus ________5. What is NOT included in the text? a. The activity and what it is all about b. Specific date and persons involved c. Judges involved d. Purpose of the activity 90 Every time I take my dinner in the kitchen alone after arriving home from work, I can’t help but reminisce about the good old days when Mom and Dad were still very much present in our lives. Those were the days when every one of us siblings, including my sister-in-law and her son, our only nephew, were just so contented that we didn’t really mind all the clutter we caused in the house because we knew all along that Mom and Dad would do the cleanup. Now, that’s all over. There’s no one to depend on. Each one should really keep the house for each other. Otherwise, the whole house will be chaotic. ________1. What is the meaning of the good old days in the text? a. The days when the speaker’s parents worked hard in their field b. The days when the speaker has good grades in his schooling c. The days when the speaker’s parents were very much present in their lives d. The days when the speaker’s siblings were with him ________2. What is the importance of parents for the speaker? a. The parents are providers of the need of children. b. The parents always shout at the children. c. The parents provide the children’s allowance. d. The parents are the house keepers. ________3. How did the writer feel when writing this text? a. angry b. happy c. longing d. excited ________4. What is the synonym of the word ‘reminisce’? a. think b. recall c. review d. question ________5. What is the antonym of the word ‘clutter’? a. cleanness b. disorder c. flutter d. noise ~ END OF PART II ~ Note: The English proficiency test is based on the DepEd Philippine Elementary Learning Competencies (PELC) in English for Grades V and VI pupils.